AN  INVESTIGATION  OF  THE  POSITION  OF  THE  DEAN  OF  GIRLS 

IN  THE  HIGH  SCHOOL 


BY 

ANNIE  ELIZA  BARKER 

A.  B.  University  of  Illinois,  1920 


THESIS 

SUBMITTED  IN  PARTIAL  FULFILLMENT  OF  THE  REQUIREMENTS 
FOR  THE  DEGREE  OF  MASTER  OF  ARTS  IN  EDUCATION 
IN  THE  GRADUATE  SCHOOL  OF  THE 
UNIVERSITY  OF  ILLINOIS, 

1922 


URBANA,  ILLINOIS 


1 

ft  7.  A 


UNIVERSITY  OF  ILLINOIS 


THE  GRADUATE  SCHOOL 


Jf 192^ 


I HEREBY  RECOMMEND  THAT  THE  THESIS  PREPARED  UNDER  MY 


BE  ACCEPTED  AS  FULFILLING  THIS  PART  OF  THE  REQUIREMENTS  FOR 


Recommendation  concurred  in* 


Committee 


on 


Final  Examination* 


^Required  for  doctor’s  degree  but  not  for  master’s 


f ; ' 


TABLE  OF  CONTENTS. 


I.  Introduction. 

II.  Some  General  Administrative  Features  of  the  Office  of  Dean 

of  Girls, 

III.  Work  of  the  Dean  of  Girls  in  the  High  School. 

IV.  Benefits  derived  From  Having  a Dean  of  Girls. 

V.  A Suggestive  Program  for  the  Dean  of  Girls  in  the  High 
School . 

VI.  Conferences  Held  by  the  Deans  of  Girls  in  1921-1932. 

VII.  Summary  and  Conclusion. 

VIII.  Bibliography. 


Digitized  by  the  Internet  Archive 
in  2015 


https://archive.org/details/investigationofp00bark_0 


I . 

INTRODUCTION. 

Within  the  last;  few  years  school  men  have  taken  into  con- 
sideration more  and  more  the  individual  needs  and  interests  of  high 
school  pupils.  The  establishment  of  the  office  of  adviser  or  dean 
of  girls  is  a part  of  a movement  to  socialize  schools  by  directing 
the  attention  to  the  needs  of  girls  in  a way  that  has  never  before 
been  co nsidered."  It  is  only  during  the  last  ten  years  that  there 
has  come  this  recognition  of  the  need  of  an  individual  with  time  to 

give  and  knowledge  to  direct  the  adolescent  girl  as  she  enters  into 

the  social  world;  to  see  the  high  school  student  as  an  individual, 
as  a distinct  personality,  and  deal  with  her  as  such;  to  strengthen 
and  refine  the  social  manifestations  which  rapidly  develop  at  this 
age,  and  to  guide  not  only  in  matters  of  curricula  and  scholarship 

but  also  in  social  relationships  from  an  ethical  point  of  view;  to 

discover  natural  tendencies  and  personal  characteristics,  and  to  de- 
termine how  these  can  best  be  brought  to  a successful  issue  in 
maturity  and  developed  along  lines  which  lead  to  future  efficiency. 

The  present  age  is  one  of  transition  from  a set  of  con- 
ditions and  their  ideals  to  one  of  a different  nature.  Girls  are  no 
longer  bound  down  by  the  same  conventionalities  as  their  grandmothers 
or  even  as  their  mothers.  The  social  freedom  is  evident  in  the  lack 
of  restraint  in  dress,  conduct,  spending  of  money,  and  the  tolerance 
of  many  temptations  of  an  unmoral  nature.  There  are  various  factors 
which  have  brought  about  this  change  in  the  attitude  of  society  to- 
ward the  girl,  and  also  of  the  girl  toward  society.  The  modern  girl 
is  placed  in  a complex  environment.  She  is  no  longer  compelled  by 
custom  to  remain  at  home  and  help  to  provide  the  greater  part  of  the 


2. 


necessities  of  life.  The  withdrawal  of  the  many  household  tasks  by 
the  invention  of  machinery  has  brought  about  the  entrance  of  women 
and  girls  into  the  new  industries.  They  also  tend  to  desire  in- 
dependence and  seek  the  preparation  for  income-yielding  occupations; 
while  in  addition  they  need  the  training  for  answering  the  sudden 
call  to  take  their  place  in  civic  life.  Thus  there  is  a changed  con- 
ception in  the  nature  of  the  education  needed  by  the  modern  girl. 

The  present  policy  of  co-education,  the  undirected  standards  of  be- 
havior in  social  life,  the  apparent  inextricable  mixture  of  family 
relationships,  and  the  multifarious  ideals,  so  often  neglected  in  the 
modern  home;  the  numerous  courses  of  study  offered  to  the  girls, 
the  lack  of  direction  in  the  choice  of  study  courses,  the  present 
need  for  advice  as  to  the  vocational  lines  of  work  which  may  profit- 
ably be  pursued,  and  the  variable  social  activities  in  and  out  of 
school  call  for  guidance  and  restraint  by  some  one  who  can  under- 
stand such  problems  from  the  girls'  point  of  view.  These  matters 
also  receive  noticeably  less  oversight  both  from  the  homes  and  the 
schools  than  exercised  by  these  institutions  a generation  ago.  Thus 
there  is  a growing  conviction  that  the  problems  of  youth  among  the 
high  school  girls  requires  more  than  group  care. 

Because  of  the  recent  creation  of  the  office  of  dean  of 
girls  in  the  high  schools  the  published  material  which  is  available 
does  not  treat  the  subject  very  adequately.  Miss  Romiett  Stevens, 
assistant  professor  of  Secondary  Education  at  Teachers  College, 
Columbia,  New  York,  made  a study  in  1917  of  the  various  features  and 
work  of  the  dean  of  girls  in  ninety- two  high  schools;  several  of  the 
deans  of  girls  in  the  various  high  schools  of  the  country  have  also 

\ ■ V 


3. 


written  articles  which  appear  in  recent  issues  of  educational 
magazines,  hut  these  deal  mainly  with  the  conditions  which  exist  in 
their  respective  schools  and  generalizations  drawn  from  their  ob- 
servations. At  the  present  time,  however,  there  seems  to  be  no 
thorough  study  of  this  phase  of  secondary  school  work  available  in 
regard  to  the  conditions  existing  in  the  high  schools  in  all  of  the 
states.  The  growing  recognition  of  the  importance  of  this  official 
in  the- high  school,  nevertheless , is  shown  by  the  following  resolu- 
tion which  was  read  by  Miss  Beulah  A.  Fennimore,  Principal  of  Ken- 
sington High  School  for  girls,  Philadelphia,  and  adopted  at  the 
fifth  anual  meeting  of  the  National  Association  of  Secondary  School 
Principals  which  was  held  at  Atlantic  City,  New  Jersey,  February  23 
and  March  1,  1921  which  reads: 

"Whereas,  the  present  development  of  socializing  aims  in 
education  shows  the  increasing  necessity  of  supervision  and  advisory 
contact  with  the  students  and  the  necessity  of  organizing  the  extra- 
curricular activities  of  the  school,  and 

"Whereas,  many  high  schools  of  the  country  have  with 
benefit  to  the  school  and  the  community  recognized  the  work  of  Deans 
or  Advisers  by  an  allowance  of  time,  or  of  salary,  or  of  both, 

"Therefore  be  it  Resolved  that  this  association  express 
its  belief  that  such  work  should  be  officially  recognized  in  every 
high  school  of  the  country."  1. 

The  Constitution  and  By-Laws  of  the  general  organization 
of  the  Mount  Vernon  High  School,  New  York,  makes  provision  in 
Article  3,  Section  2,  for  the  Board  of  Directors  to  have  power  to 

1.  "Fifth  yearbook  of  the  National  Association  of  Sec.  Sch.  Prin." 

1921  p.89. 


4. 


appoint  a teacher  not  one  of  their  number  to  be  the  Treasurer  of  the 

General  Organization.  Hence  this  office  may  be  filled  by  the  dean 

of  girls  who  has  a right  to  vote  in  the  Council  ard.  has  influence 
with  the  other  members.  2. 

The  aim  of  this  study,  therefore,  is  to  observe  the 
actual  duties  and  privileges  of  the  deans  of  girls  in  the  high 

schools,  the  conditions  under  which  they  are  working,  and  the  ben- 

efits derived  from  their  efforts  for  the  girls  and  the  school  in 
general  . In  December  1921,  five  hundred  of  the  largest  high  schools 
in  all  of  the  states  were  selected  and  a questionnaire  sent  to  the 
principal  and  another  one  to  the  dean  of  girls  in  each  of  the 
schools.  The  following  questions  were  asked: 

1.  Enrollment  of  girls  in  the  high  school. 

2.  Number  of  women  teachers  in  the  high  school. 

3.  If  the  principal  has  no  assistant  in  an  executive  capacity 

who  acts  as  a dean  of  girls  in  the  high  school, 

a.  Is  the  work  of  advising  girls  distributed  among 

teachers? 

b.  How  man}'  teachers  are  assigned  to  the  work? 

c.  On  v/hat  basis  is  the  distribution  made? 

4.  Official  title  of  the  dean  of  girls. 

5.  Academic  training  of  the  dean  of  girls. 

6.  Approximate  age  of  the  dean  of  girls. 

7.  Subject  of  study  taught  by  the  dean  of  girls. 

8.  Principal's  estimate  of  the  qualifications  that  determined 

the  individuals  selection  as  dean  of  girls. 

9.  Official  rank  of  the  dean  of  girls. 

10.  Number  of  minutes  per  week  dean  spends  in  teaching. 

2.  "Handbook  of  the  Mount  Vernon  High  School."  1921. 


11. 


5 . 

Number  of  minutes  per  week  other  teachers  of  the  same 
subject  spend  in  tea chi  ng. 

12.  Classes  by  years  taught  by  the  dean  of  girls  - freshmen, 

sophomore,  junior,  senior. 

13.  Salary  of  the  dean  of  girls. 

14.  Maximum  salary  of  full  time  men  teachers. 

15.  Maximum  salary  of  full  time  women  teachers. 

IS.  Minimum  salary  of  full  time  men  teachers. 

17.  Minimum  salary  of  full  time  women  teachers. 

18.  Where  does  the  dean  of  girls  meet  pupils  for  conferences? 

19.  Does  the  dean  have  clerical  assistance? 

20.  When  does  the  dean  meet  xoupils  for  conferences? 

21.  Work  of  the  dean  of  girls. 

a.  Doss  she  give  advice  as  to  moral  conduct? 

b.  Are  girls  sent  to  her  for  correction  and  discipline? 

c.  Does  she  help  girls  to  cooperate  in  their  work? 

d.  Does  she  have  final  authority  in  manners? 

e.  " " ” " 11  " matters  of  dress? 

f.  Does  she  help  girls  to  choose  a vocation? 

g.  Is  she  required  to  chaperone  social  gatherings  of 

pupils? 

h.  Does  she  have  final  authority  in  personal  hygiene? 

i.  Does  she  present  fields  of  work  open  to  giris? 

j.  Does  she  advise  the  boys? 

k.  Does  she  have  final  authority  in  discipline? 

l.  Does  she  present  elements  of  thrift  to  girls? 

m.  Does  she  supervise  all  social  activities  in  the  high 

school? 

n.  Does  she  have  final  authority  in  school  attendance? 

o.  Does  she  aid  boys  in  vocational  matters? 

p.  Does  she  aid  girls  in  religious  matters? 

q.  Does  she  aid  girls  in  matters  of  church  affiliation? 

r.  Does  she  give  information  concerning  church  doctrines? 

22.  Dean  number  in  order  of  importance  the  following  duties: 

Oversight  of  social  life  'both  in  and  out  of  school. 
Vocational  information  arri  advice. 

Study  of  home  conditions. 

Conferences  with  parents. 

Public  lectures. 

Ethical  talks  to  girls. 

Improvement  of  health  and  personal  hygiene. 

Aid  in  financial  difficulties. 


s. 


23.  Samples  of  problems  brought  to  the  dean  by  girls. 

24.  Dean  number  in  list  below  in  order  of  importance  the  prob- 

lems brought  to  her: 

Health  and  hygiene  Ethical 

Vocational  Financial 

Social  Academic. 

25.  Does  the  dean  have  assistance  in  her  social  duties? 

a.  Who  are  they? 

b.  How  are  they  secured? 

26.  Are  there  sororities  in  the  school? 

a.  Dean's  control  over  them? 

27.  Is  there  a high  school  branch  of  the  Yeung  Women's  Chris- 

tian Association  in  the  school? 

28.  Is  vocational  guidance  provided  for  in  the  school? 

a.  What  is  the  dean's  relation  to  the  vocational  guid- 
ance of  girls? 

29  . Does  the  dean  perform  any  of  the  administrative  duties  of 
the  principal's  office?  What  are  they? 

30.  Principal's  estimate  of  the  benefits  which  have  accrued  in 

the  school  by  having  a dean  of  girls  . 

31.  Benefits  which  in  the  opinion  of  the  dean  of  girls  have 

accrued  since  her  office  has  been  created  in  the  high 
school . 

From  the  five  hundred  questionnaires  which  were  sent  out 
to  the  various  high  schools  i n all  of  the  states,  278  were  returned 
which  may  be  classified  as  follows: 

The  work  of  advising  girls  is  in  the  hands  of  one  person  - 
the  dean  of  girls  - in  139  high  schools. 

The  work  of  advising  girls  is  provided  for  by  distribution 
among  the  women  teachers  in  90  high  schools. 

No  provision  is  made  for  advising  the  girls  in  49  high 

schools . 

Thus  from  the  above  grouping  it  may  be  noted  that  one-half  of  the 
high  schools  studied  have  a dean  of  girls ; approximately  one- third 
of  the  schools  have  made  provision  for  advising  the  girls  by  distri- 


7. 


touting  the  work  among  the  women  teachers;  and  that  only  atoout  one- 
sixth  of  the  schools  have  made  no  provision  whatever  for  caring  for 
the  individual  interests  of  the  girls  and  enhancing  their  general 
welfare.  It  is  to  the  first  group  of  high  school,  those  having  a 
dean  of  girls,  that  the  attention  will  now  toe  confined. 


8. 


II. 

SOME  general  administrative  features  of  the  office  of  dean  of 

GIRLS. 

The  office  of  dean  of  girls  is  a comparatively  recent 
organization  in  the  high  schools  and  is  not  wide  spread  as  shown  by 
the  preceeding  classification,  yet  it  is  found  to  be  instituted  in 
the  majority  of  the  larger  high  schools.  From  a study  of  forty- two 
high  schools  in  which  there  is  no  provision  for  advising  girls  the 
median  enrollment  of  girls  is  370;  in  seventy-nine  high  schools  in 
which  the  work  of  advising  girls  is  distributed  among  the  regular 
women  teachers,  in  addition  to  their  class  work,  the  median  enroll- 
ment of  girls  is  51C;  while  in  122  high  schools  having  a dean  of 
girls  the  median  enrollment  of  girls  is  found  to  be  523.  These 
studies  may  be  observed  by  referring  to  Figures  I,  II,  and  III. 

The  number  of  women  teachers  in  the  high  schools  would 
also  be  expected  to  vary  with  the  enrollment  of  pupils,  but  to  what 
extent?  As  shown  by  Figure  IV  in  43  high  schools  in  which  no  pro- 
vision has  been  made  for  advising  girls  the  median  number  of  women 

]7l 

teachers  is  21;  by  Figure  VA8G  high  schools  where  the  work  of  ad- 
vising girls  is  distributed  among  various  teachers  the  median 
number  of  women  teachers  is  2S;  and  by  Figure  VI  in  123  high 
schools  having  a dean  of  girls  the  median  number  of  women  teachers 

is  32. 


9 


Figure  I 


The  enrollment  of  iris  in  42  high  schools  in  which  there  is 
Wei  for  advising  the  girls. 

1 1 1 j 1 1 [Ley  end. 2 high  schools  have  an  enrollment  Oj.  from  0 to.  99 

irlsd  3 hi^'h  schools  have  an  enrollment  of  from  100  to  193  girls; 

“ enroll  merit  of  girls  is  370. 

Tjhe  first  quartile  is  331 

s third  quartiie  is  S63 


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3 enrollment  of  girls  in  7S  high  1 scpools  in  which  the  wbrl^  of 
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gend:  1 high  school  has  an  enrollment  of  from  0 to  99  girls; 

sohools  have  an  enrollment  of  from  100  to  1S9  girls;  etc. 

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gffgjjrst  quartile  is  550 

3 third  quartile  is  767. 


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11. 

Pigure  III 


enrollment  of  girls  in  122  hiupfrschools  in  mi  in  jtKe're  are 
f girls. 

•endlij  na^nifflichools  have , an  enro llrnent  of  from  200  to  299 
| Ip  high  schools  have  an  enrollment  of  from  300  to  399  girls; 

l median  enrollment  of  girls  is  623. 
f irst  quar t lie  ; 4£9  | 

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12 


Figure  17 


h-H-i 


iffll  jlumber  of  women  teachers  in  43  :h"i|,R“jsc^r075!l s in  which  there  is 


no  provision  for  advising  the  girls. 


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rnr 


2 high  schools  have  from  0 to  4 wpm m teachers; 
,ols  Have  from  5 to  9 women  teacher;  etc. 

. She  niedian  number  of  women  teachers  is21 
The  first  quart ile  is  14 

||jHe  third  quart ile  2s  29 


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Figure  V. 

lumber  of  women  teachers  in  80  high  schools  in  which  the 
idvising  igirls  is  distributed  among  the  teachers. 

id:  4 high  schools  have  from  5 to  9 women  teachers;  11 

ibis  have  from  10  to  14  women  teachers;  etc. 
ledian  number  of  women  teachers  is  26. 

;irst  quartile  is  18 

bhird  quartile  is  41. 


» 


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ZO  2.S  30  35  40  4 S 50  5?  6o  65  70  75  80  85  90  35  l umber  of  women 


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17 

16 

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'igure  71 


.umber  ox  women 
f girls. 

teache  rs  in 

122 

high  schools  in  which  J 

there 

.d:  1 high  school  has  from  5 to 
we  from  10  to  14  women  teachers 
edian  number  of  women  teachers 

irst  quartile  is 
hrid  quartile  is 

9 woment  teachers; 
; etc . 

Is  32 
23 
46 

6 

high 

5 M32. 


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i5r  30  35  40  45  50  55  60  65  70  75  80  85  30  35  1 00  *05  JIO  //5 

women  teachers . 


15. 


Hence  in  the  132  high  schools  in  which  the  offics  of  dean 
of  girls  is  already  created  there  are  found  to  be  over  six  hundred 
girls  enrolled  and  thirty-two  women  teachers  which  leads  to  the  as- 
sumption that  the  office  has  been  established  in  the  larger  high 
schools  of  the  country. 

The  investigation  made  last  year  by  the  Commission  on 
Secondary  Schools  of  the  Worth  Central  Association  of  Colleges  and 
Secondary  Schools  likewise  show's  that  this  official  tends  to  be 
more  widely  recognized  in  the  larger  high  schools.  From  a study  of 
1,  267  high  schools,  25.5  per-cent  of  the  principals  reported  that 
they  had  a dean  of  girls.  It  was  found  that  this  field  of  school 
work  had  been  established  in  40.2  per-cent  of  the  large  high  schools, 
those  with  an  enrollment  in  excess  of  350  pupils;  in  21,5  per-cent 
of  the  medium  sized  high  schools,  those  in  which  the  enrollment 
totals  between  150  and  351  pupils;  and  in  11.1  per-cent  of  the 
small  high  schools,  those  having  an  enrollment  not  exceeding  150 
pupils.  3.  This  goes  to  prove  that  the  office  of  dean  of  girls 
tends  to  be  organized  in  the  larger  high  schools  of  the  Association 
in  which  there  is  an  attendance  of  over  350  pupils. 

Other  high  schools,  however,  recognizing  the  need  of 
some  provision  for  guiding  and  directing  the  welfare  of  girls  have 
met  it  temporarily  by  distributing  the  work  among  two  or  more 
teachers  and  in  many  cases  among  all  of  the  women  teachers,  who 
render  such  service  as  time  will  permit  in  addition  to  their  regular 
work  in  the  class  rooms.  Ninety  of  the  278  high  schools  from  which 

replies  have  been  received  and  in  which,  as  observed  above,  a study 

» 

3.  "Proceedings  of  the  Twenty-Sixth  Annual  Meeting  of  the  North 

Central  Association  of  Colleges  and  Secondary  Schools."  Part  I, 

* ci  ^s  ou  j x y 2 l . 


o . 

of  eighty  of  these  schools  shows  the  median  number  of  women  teachers 
to  be  twenty-six,  have  met  this  need  by  detailing  the  work  among 
the  teachers  as  follows: 

1.  All  women  teachers  or  general  advisory  system. 

(Teachers  are  assigned  to  groups  of  twenty  to  thirty  girls 
and  to  special  cases  as  the  occasion  demands.  They  come 
in  contact  with  them  after  class  or  in  their  home  rooms.) 
Teachers Number  of  high  schools 


15  3 
5?  2 
37  2 
29  2 
25  2 
22  2 

13  2 
12  2 
51  1 
■36  teachers  and  school  nurse  1 
28  1 
27  1 
23  1 
17  1 

14  teachers  and  lady  principal  1 
11  1 
10  teachers  and  school  nurse  1 

7 1 


General  Advisory  System  27 


17  . 

No.  of  high  schools. 

2.  Korns  Room  Lady  Teachers. 

Hons  Room  teachers,  number  not  given 4 

Home  room  teacher,  ten  in  number  2 

Home  room  teacher,  twenty-five  in  number 1 

Home  room  teachers,  seven  in  number  — 1 

Home  room  teacher  or  office — 1 

Home  Room  System 9 

3.  Session  Room  Teachers. 

Session  Room  Teachers,  number  not  given 2 

Session  Room  Teachers,  thirty-seven  in  number  1 

Session  Room  Teachers  and  Class  Advisers  — 1 

Session  Room  System  4 

4.  Special  teachers  assigned  to  groups  of  twenty  of  thirty  girls 

23  teachers  assigned  1 

12  teachers  assigned  1 

6 teachers  assigned l 

3-4  teachers  assigned l 

Special  teachers  4 

5.  Sponsors  for  girls. 

Class  Supervisors  aided  by  women  teachers,  four  or 

five  in  number 4 

Grade  Principals,  four  in  number 3 

House  Principals ,f our  in  number  2 

Three  teachers  assigned  each  year 2 

Directors  of  Physical  Training,  two  in  number  2 

Girls’  High  School  Club  Advisers,  five  in  number  - 2 
Lady  Principal 2 


No.  of  high  Schools. 


18  . 

Two  English  Teachers  

Three  English  teachers  and  Girls'  Physical  Training 

instructor 1 

Director  of  Physical  Training  for  girls. 

Social  Director,  and  Insturctor  in  Home  Nursing  1 

One  teacher  for  seniors  and  juniors  and  another  for 

sopho mores  and  freshmen 1 

Three  teachers  elected  by  members  of  girls'  Counoil-1 

Three  teachers  elected  by  grades 1 

Director  of  Physica.1  Training  for  girls  and  instructor 

in  House  Keeping  and  Home  Nursing 1 

Athletic  Director  and  Older  (in  service)  lady  teachers  - 1 
Director  of  girls'  Employment,  Physical  Training 

instructor,  and  Student  Councelor  or  Matron  - 1 

School  Visitor  and  Home  Room  teacher 1 

Home  Visitor — 1 

Home  Visitor  assisted  by  ten  teachers 1 

Attendant  Officer  and  eight  House  Principal  1 

House  Principals,  three  in  number  1 

Girls'  Welfare  Committee,  seven  in  number 1 

Girls'  High  School  Club  Advisers,  six  in  number  1 

Committee  of  Discipline  and  Advice,  two  in  number, 

aided  by  Session  Room  Teachers 1 

Girls'  Interest  Committee 1 

Older  women  teachers  (age  and  experience)  — 1 

School  Nurse  aided  by  other  teachers  in  special  cases  - 1 
Four  head-teachers , fifty  assistants  1 


19. 


School  year  classes,  nine  in  number 1 

Sponsors  for  girls 39 


6.  A teacher  who  gives  advice  when  occasion  demands  it — 7 
The  work  of  advising  the  girls  is  found  to  be  dis- 
tributed among  the  teachers  in 90 

The  above  methods  do  not,  from  all  appearances,  fully 
meet  the  needs  of  the  girls  because  of  a lack  of  personal  contact 
and  direct  responsibility  and  interest;  nevertheless  not  a little 
of  the  care  may  be  exercised  which  the  dean-ship  contemplates. 

The  teacher,  however,  who  spends  her  day  in  the  class  room  and  whose 
spare  moments  are  occupied  with  grading  daily  prepared  exercises  or 
examinations  does  not  have  the  time  or  energy  to  devote  to  the  many 
diversified  problems  which  the  girls  have  at  heart.  To  be  able  to 
understanding! y and  sympathetically  handle  girls'  needs  and  interests 
requires  a person  with  ample  time  to  view  them  from  every  angle,  and 
to  be  able  at  all  times  to  give  counsel  which  cannot  be  sought  in 
the  classroom.  Such  a movement  has  its  admirable  beginning  in  the 
creation  of  the  office  of  the  dean  of  girls. 

A great  variety  of  titles  have  been  applied  to  this  newly 
created  official  in  the  high  schools.  From  a study  of  139  question- 
naires the  deans  of  girls  are  officially  designated  as: 


Humber 

Dean  of  girls 80 

Assistant  principal  21 

Adviser  of  girls 11 

Vice  principal  and  dean  of  girls  — 5 

Vice  Principal ■ 4 


Assistant  principal  and  adviser  of  girls  4 


30. 

Preceptress  4 

Assistant  principal  and  dean  of  girls  — 3 

Student  Adviser  3 

Director  of  Physical  Training — 3 

Assistant  lady  principal  — 2 

Assistant  to  principal  2 

Dean 2 

Girls’  Counselor 2 

Vocational  Counselor 2 

Welfare  Worker  2 

School  Nurse 2 

Vice  principal  and  general  adviser  1 

Vice  principal  for  girls 1 

Assistant  superintendent  and  dean  of  girls  1 

Teacher  adviser  1 

Dean  of  women • 1 

Dean  of  girls  and  student  adviser 1 

Special  teacher  working  with  girls  1 


It  might  he  expected  that  the  person  filling-  such  a re- 
cently organized  office  in  various  parts  of  the  country  would  he 
known  by  a diversity  of  titles;  yet  about  forty- three  per-cent  of 
the  schools  designate  this  official  by  the  title  ’’Dean  of  Girls” 
and  from  all  indications  it  seems  that  in  time  the  majority  of  the 
other  high  schools  will  do  likewise.  The  title  may  be  suggested  by 
the  College,  but  the  duties  of  the  dean  of  women  and  those  of  the 
dean  of  girls  are  similar  in  nature  and  it  carries  with  it  greater 
dignity  and  conveys  a truer  meaning  than  any  of  the  others. 


31. 

The  education  of  a dean  of  girls  is  a very  important  factor 
to  be  considered.  The  courses  for  advisers  of  girls  offered  at 
Teachers  College,  Columbia,  New  York,  give  a ijretty  clear  indication 
of  what  phases  of  educational  work  a dean  should  be  acquainted  with. 4 
The  prerequisite  for  admission  to  the  course  leading  to  a diploma 
as  adviser  of  women  or  adviser  of  girls  are  : A bachelor's  degree 
or  its  equivalent  approved  by  the  faculty;  some  successful  social 
experience  in  the  guidance  of  young  women  or  girls;  professional 
fitness  for  the  direction  of  youth,  such  as  suitable  age  and  general 
education;  and  the  ability  to  teach  one  subject  in  college  or  high 
school.  Son e of  the  typical  courses  offered  are:  Problems  for 

Advisers  of  Women  and  Girls,  Biology  in  Education  and  Social  Work, 
Hygiene  of  Childhood  and  Adolescence,  Educational  Psychology, 
Psychology  of  Adolescence,  Vocational  Education,  Vocational  Guidance, 
History  of  Education,  History  of  the  Family  as  a Social  Institution, 
education  of  Women,  Public  Health  and  Standards  of  Living,  Sociology, 
Religious  Education,  and  Home  Economic  Courses.  Training  along  these 
lines  is  very  essential  as  the  dean  must  be  able  to  understand 
human  nature  in  all  its  varisfole  aspects  as  well  as  to  guide  girls 
from  a moral,  educational,  and  vocational  standpoint.  Of  the  gradu- 
ates from  the  University,  the  Physical  Education,  the  Hone  Economic, 
ths  Education,  and  the  Sociology  students  probably  have  the  best 
background  for  the  work. 

A study  of  the  reports  from  129  high  school  principals 
shows  that  the  deans  of  girls  have  the  following  Academic  training: 

4.  Teachers  College  Bullet i n eleventh  Series.  No.  3.  Courses  for 
Advisers  of  Women  and  Advisers  of  Girls. 


22. 

No.  of  dean  of  girls. 

A B 76 

A M 20 

Ph  B 2 

B S 1 

B L 1 

Ph  M 1 

Ph  D 1 

No 27 

As  shown  by  the  above  classification  about  eighty  percent 
of  the  deans  ox  girls  have  received  a college  degree,  while  only 
twenty  percent  of  them  have  not.  This  fact  goes  to  prove  that  the 
women  who  are  entering  into  this  line  of  work  are  largely  college 
graduates;  but  this  academic  attainment  is  not  enough,  the  most 
important  factor  is  actual  experience  in  life.  The  dean  must  be 
old  enough  to  have  had  wide  social  experience  and  contact  with 
girls’  problems,  yet  she  should  be  young  enough  to  enter  into  their 
ways  of  thinking  and  doing.  The  median  age  of  the  deans  of  girls 
in  120  high  schools  as  indicated  by  the  following;  Figure  (Figure  VI I j) 
is  forty- two  years.  This  age  affords  the  dean  ample  time  to  receive 
a college  education,  gain  experience  as  a teacher,  and  to  come  in 
personal  contact  with  the  problems  of  girls  before  she  enters  into 
her  important  field  of  work.  The  ages,  however,  range  from  twenty- 
five  to  seventy  years,  yet  the  former  may  be  a little  too  young  and 
the  latter  a little  too  old  for  complete  efficiency  and  success. 


21 

20 

)9 

16 

n 

16 

15 

I* 

13 

12 

II 

10 

9 

8 

7 

6 

5 

4 

3 

Z 

) 


23 


figure  VII 

The  approximate  ages  of  the  deans  of  girls  in  120  high  school: 


legend:  In  12  high  schools  the  deans  of  girls  are  from  25  to  29 

' of  age;  in  20  high  schools  the  deans  of  girls  are  from  30  to 
of  age  ; etc  . 

Median  age  of  the  deans  of  girls  is  42 
The  first  quartile  is  \£m  34.5 

H©  third  quartile  is  49 


11  11 J.  Lli  i i 

II II  ill! 


i! 


■ ■ 


545 


[I 


[mm 


±L 


444 


5 10  15  ZO  2.5  30 


^42. 


43 


2d 


iff 

; s 


j± 


ja. 


37  40  45-  30  53"  60  6 


o 73"  Veres'  of ' deans’  of  girls  • 

O — ' 


24. 

From  a study  of  139  questionnaires  73  percent  of  the  deans 
were  found  to  teach  one  or  more  classes  a day  in  addition  to  advis- 
ing the  girls;  while  27  percent  of  the  deans  give  their  entire  time 
to  guiding  and  directing  the  individual  needs  and  interests  of  the 
girls  and  raising  the  welfare  of  the  school  in  general.  The  subject?, 
taught  by  the  deans  of  girls  may  be  grouped  thus: 

Frequency 

Not  teach 39 

English 32 

Mathematics 16 

Latin  — 11 

History * 11 

French  8 

Physical  Education 5 

Domestic  Science  — 4 

Biological  Science  4 

Hygiene  3 

Civics  2 

Nursing  2 

Normal  work 2 

General  Science  — - — 1 

Drawing 1 

Music 1 

Physiology  1 

Psychology  1 

Commerce  1 

Greek — 1 

Ethics — 1 


25. 

As  observed  from  the  above  list  the  deans  tend  to  teach 
the  older  academic  subjects  of  study  instead  of  those  course  which 
have  a direct  bearing  on  their  relations  with  girls.  Physical  Ed- 
ucation, Biological  Science,  Hygiene,  Nursing,  and  Physiology  stand 
low  in  the  list;  while  English,  Mathematics,  Latin,  and  History  rank 
high.  How  is  this  fact  to  be  accounted  for?  The  qualifications 
given  by  133  high  school  principals  for  determining  the  basi3  of 
selection  of  the  deans  of  girls  in  their  respective  schools  throws 
some  light  on  this  question.  They  are  as  follows: 

Frequency 


Strong  character 114 

Good  judgment 113 

Dignity 103 

Sympathetic  dealings  with  girls'  problems 

before  her  appointment — 102 

Disposition  to  cooperate  — — SS 

Experience  and  broad  education  94 

Ability  as  organizer  and  administrator  — 75 

Motherliness  — 50 

Tactful  3 

Her  general  fitness * 3 

Social  poise  2 


Taught  in  this  school  for  a number  of  years 
and  knows  the  home  conditions  of  many 


girls  — 2 

She  has  been  here  for  years,  fine  elderly 

character  2 


23. 


Neatness  (appearance)  3 

Long  service  in  such  work 2 

Confidence  of  faculty  1 

She  had  been  a successful  principal  of  a 

smaller  high  school  1 

The  fact  that  she  was  a mother 1 

Twenty-five  years  experience  in  this  school  - 1 

Patience  1 

High  ideals 1 

In  touch  with  many  groups  in  the  community  — 1 
Knowledge  of  conditions  existing  in  the  comT 

muni ty 1 

Ability  to  obtain  reaction  of  girls  1 

Ability  to  advise  and  discipline  with  emphasis, 
but  with  a smile  and  with  discretion  — 1 
Willing  to  do  more  than  is  expected  of  her  — 1 

Sympathetic  but  not  sentimental  — 1 

Ability  to  play 1 

The  fact  that  the  deans  of  girls  teach  English,  Mathematics 
Latin,  and  History  is  undoubtedly  due  to  the  newness  of  the  office. 
The  principals  of  the  various  high  schools,  it  appears,  have  select- 
ed one  of  their  successful  teachers  and  because  of  her  strong  per- 
sonal characteristics,  her  length  of  service  in  the  school,  or  her 
age  in  years  - very  often  a combination  of  these  qualities  - have 
raised  her  to  the  position  of  dean  of  girls.  Thus  in  addition  to 
advising  the  girls  she  continues  to  teach  one  or  more  classes  of 
the  subject  in  which  she  has  made  a specialty. 

To  meet  the  long  felt  need  for  such  an  office  in  the  high 


27. 

schools  educators  have  therefore  been  forced  to  appoint  capable 
teachers  from  their  faculties  to  assume  the  responsibilities  of  car- 
ing for  the  numerous  problems  of  the  adolescent  girls.  Hence  the 
majority  of  the  deans  have  had  no  special  training  for  their  duties 
and  responsibilities.  Miss  Lola  M.  Cremeans,  in  October  1S2Q,  sent 
a questionnaire  to  the  superintendent  of  Public  Instruction  in  all 
of  the  states,  and  in  reply  also  received  some  very  interesting  in- 
formation concerning  the  qualifications  for  determining  the  select- 
ion of  the  deans  of  girls  and  their  training  for  the  work.  The 
following  quotations  are  typical:  "Hone  of  our  deans  had  education 

specif icially  fitting  them  for  this  office.  We  undertook  to  select 
people  who  understood  girls,  and  had  a good  deal  of  'mother  wisdom*  . " 

"She  had  no  special  training  for  the  work.  Only  her  long 
experience  as  a successful  teacher  of  high  school  students,  her 
knowledge  of  the  school  and  students,  her  wide  acquaintance  and  the 
esteem  and  respect  in  the  community  for  her  were  the  reasons  for  her 
appointment . " 

" she  is  a woman  of  much  maturity,  of  delightful  per- 

sonality, and  of  real  leadership  among  girls." 

Mr.  G.  W.  Gayler,  Superintendent  of  Schools,  Canton, 
Illinois,  states:  "As  will  be  found  true  inmost  high  schools 

several  women  were  already  in  the  employ  of  the  board  who  would 
measure  up  to  the  requirements  of  this  position  and  it  was  only  a 
matter  of  choice  among  several.  The  woman  chosen  has  had  a large 
experience  in  both  grade  work  and  high  school  work,  and  has  been 
principal  of  a grade  buildin.  . She  has  attended  both  a normal  school 
and  a university,  but  is  a graduate  of  neither.  She  has  traveled 


28. 


some  and  has  had  large  experience  in  meeting  ana  mingling  with  peo- 
ple." 5. 

Since  the  colleges  and  universities  are  only  just  begin- 
ning to  offer  courses  for  preparing  young  women  for  this  important 
field  of  secondary  school  work,  the  majority  of  the  deans  have  not 
had  the  opportunity  to  receive  any  additional  beneficial  instruction. 
Several  of  them,  nevertheless,  report  of  having  completed  the  course 
of  study  offered  at  Teacher's  College,  Columbia,  New  York.  One  dean 
writes:  "I  have  been  fortunate  enough  to  have  just  completed  the 

Adviser's  Course  at  Teacher's  College,  Columbia  University,  so  I 
believe  I have  heard  the  latest  ideals  and  practices  outlined.  My 
duty  is  to  translate  theory  into  practice  right  here  in  my  own  job. 

My  plans  must  grow  gradually  because  relief  from  my  former  duties 
can  come  but  slowly."  The  University  of  California,  expects  to  be 
able  to  offer  a course  for  deans  during  the  coming  summer  session. 

It  is  to  be  hoped  that  as  the  office  becomes  more  thoroughly  recog- 
nized throughout  the  states  and  the  colleges  offer  well  organized 
courses  of  study  in  this  line  of  work,  both  during  the  regular  school 
term  and  the  summer  sessions,  the  factor  of  special  training  will  ! 
be  overcome  to  a great  extent.  Courses  for  deans  which  are  given 
during  the  summer  months  affords  excellent  opportunities  for  the 
teachers  , who  are  now  raised  to  the  position  of  dean  of  girls  to  be- 
come more  thoroughly  acquainted  with  the  many  duties  that  are  re- 
quired of  them  and  the  possibilities  of  the  new  office. 

The  dean  of  girls  to  measure  up  to  the  possibilities  of 
her  position  needs  to  be  endowed  with  a sound  physical  body,  a set 

5.  Gayler,  G.  W.-  "Dean  of  Girls  in  the  High  Schools."  Ed.  Admin.  & 
Super.  3:453-498,  1917 


I 


29. 


of  fins  yet  wiry  nerves,  a strong  character,  and  sound  judgment.  She 
must  have  social  poise,  patience,  tact,  courage,  alertness,  courtesy, 
open-mindedness,  high-mindedness,  broad  interests,  self-control,  the 
power  of  adaptibility , good  temper,  unfailing  honesty,  and  high 
ideals;  yet  she  must  also  possess  a magnetic,  sympathetic  and  charm- 
ing personality  for  her  work  is  confined  to  adolescent  girls  who  are 
idealistic,  enthusiastic,  i rtpressionable,  and  inclined  to  be  suscept- 
ible to  hero-worship.  The  dean  must  have  a broad  education  and  be  a 
capable  organizer  and  administrator.  Her  personality  must  be  such 
as  to  control  without  repelling  if  she  is  to  win  the  confidence  of 
the  girls  so  that  they  feel  she  is  not  a disciplinary  officer  but  a 
sincere  friend,  companion,  fellow  worker,  adviser,  and  "school 
mother".  She  should  dress  with  becoming  taste  and  neatness  of  style, 
and  comply  with  the  best  manners  and  customs  of  the  day  so  that  the 
girls  will  find  her  modern  in  every  way.  The  dean  of  girls  should 
also  be  able  to  deal  successfully  with  men,  and  have  the  ability  to 
present  her  plans  and  views  so  that  they  may  gain  the  support  and 
respect  of  the  men  of  the  faculty.  In  brief,  quoting  Dean  Mathews 
" s c many  temperamental  qualities  are  desirable  that  it  is  plain  only 
an  archangel  could  possess  them."  S. 

The  fact  that  teachers  have  been  chosen  to  fill  the  office 
of  deans  of  girls  in  the  majority  of  the  high  schools  may  also  be 
observed  by  the  rank  they  now  hold  with  reference  to  other  secondary 
school  officials.  In  130  schools  they  are  officially  designated  as 
follows : 

Number 


Assistant  principal  83 

Teacher 44 


S.  Mathews,  Louis  Kimball  -"The  Dean  of  Women." 


30. 


Vice  principal 2 

Principal  1 


This  indicates  that  appro xi irately  sixty-four  per-cent  of  the  women 
selected  for  this  office  have  been  promoted  to  the  rank  of  assistant 
principal;  thirty-five  per-cent  have  retained  their  rank  as  teacher; 
two  per-cent  have  received  the  position  of  vice  principal;  while  one 
dean  has  been  raised  to  an  equal  rank  with  the  principal.  The  dean 
of  girls  should  have  a rank  in  the  school  equivalent  to  that  of  the 
assistant  principal.  She  is  the  person  chosen  to  have  all  the  in- 
terests of  the  girls,  teachers,  and  school  at  heart;  besides  serv- 
ing' as  a connecting  link  between  the  homes,  the  community,  and  the 
high  school.  Surely  such  far  reaching  duties  and  obligations  en- 
titles her  to  this  rank,  and  the  present  tendencies  certainly  point 
in  a favorable  direction. 

From  a comparison  of  eighty-six  high  schools  the  deans  who 
devote  a part  of  their  time  to  teaching  spend  about  three  periods  a 
day,  of  forty-five  minutes  each  , in  the  classroom;  while  the  other 

teachers  in  the  same  subjects  spend  about  five  periods,  for  forty- 

/ 

five  minutes  each,  daily  in  class  instruction,  or  approximately  1.8 
as  much  time  in  teaching  as  the  deans  of  girls.  These  facts  may  be 
noted  from  Figures  VIII  and  IX.  Surely  hours  is  too  long  for  the 
dean  to  spend  in  the  classroom  each  day,  besides  there  is  the  extra 
time  which  is  required  for  such  duties  as  grading  daily  prepared 
lessons  or  examinations  and  recording  of  grades.  This  time  may  much 
more  profitably  be  spent  in  discussing  with  groups  of  twenty  to 
thirty  girls  problems  which  are  of  vital  interest  to  them.  To  be  at 
leisure  to  meet  girls  for  individual  conferences  whenever  required 


31. 


also  demands  freedom  from  too  numberous  class  duties.  If  the  dean 
is  to  guide  and  direct  the  girls'  welfare  she  should  not  be  required 
to  spend  her  spare  time  in  marking  papers  when  it  should  be  hers  for 
research,  visiting  homes,  or  attending  organized  community  club 
meetings  to  promote  the  interests  of  the  high  school. 

The  classes  by  years  taught  by  the  deans  of  girls  in  130 
high  schools,  who  spend  part  of  their  time  in  teaching  as  well  as 
advising  the  girls,  falls  in  this  order: 

Frequency 


Classes  of  senior  standing  51 

Classes  of  junior  standing  42 

Classes  of  freshmen  standing 38 

Classes  of  sophomore  standing — 33 


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34. 

Henoe  it  appears  that  the  deans  are  not  only  teaching  academic  sub- 
jects which  bear  little  relation  to  their  real  work  of  instructing 
the  girls  morally,  socially,  vocationally,  or  in  matters  of  health 

t 

and  hygiene;  but  that  they  also  tend  to  teach  groups  of  students  of 
upper- classmen  standing  who  do  not  have  the  many  problems  which  con- 
fronts the  freshmen  girls  in  becoming  adjusted  to  their  new  surround- 
ings. It  may  be  advisable,  if  the  school  is  small  or  the  duties  of 
the  dean  are  not  too  heavy,  for  the  dean  of  girls  to  teach  one  or 
two  classes  a day  - preferably  of  freshmen  standing.  This  enables 
her  to  secure  a more  direct  connection,  personal  contact,  and  in- 
terest in  the  school  life  of  the  new  pupils i it  also  enables  her  to 
appreciate  the  girls'  work  on  a classroom  basis.  Even  if  she  only 
teaches  one  class  a day  she  has  the  opportunity  to  establish  the 
social  and  moral  standards  in  the  classroom  which  are  desirable  for 
the  entire  school.  The  freshmen  girls  when  they  enter  high  school 
need  some  one  upon  whom  they  may  rely  for  instructive  and  sympathetic 
guidance.  It  is  during  the  first  year  of  high  school  that  the  great 
elimination  of  students  take  place;  thus  one  of  the  dean's  greatest 
responsibilities  is  to  come  in  contact  with  the  new  students  and  aid 
them  in  every  way  possible.  The  dean  who  is  a good  teacher  may  more 
readily  gain  the  confidence  and  good  will  of  the  pupils  because  of 
her  daily  intercourse  with  them  in  the  classroom.  On  the  other  hand, 
as  shown  by  the  suggestive  program  for  the  deans  of  girls  which  is 
outlined  in  the  latter  part  of  this  study,  the  dean's  work  is  so 
varied  and  rich  in  opportunities  for  bringing  her  in  direct  contact 
with  the  individual  girls  through  personal  conferences  and  group 
discussions  - which  consist  of  all  known  relations  which  an  older 


* 


35. 


woman  bears  toward  her  minors  - that  she  may  profitably  be  freed 
from  the  classroom  duties.  Whether  the  dean  of  girls  teaches  or  not 
is  a matter  which  can  only  profitably  be  left  to  the  decision  of  the 
officials  in  each  high  school. 

The  salaries  of  the  deans  of  girls,  if  the  office  is  to 
develop  to  its  greatest  efficiency,  should  be  approximately  the  same 
as  those  received  by  the  assistant  principals.  It  is  undoubtedly 
true  that  the  best  women  of  the  country  are  needed  to  advise  the 
girls.  They  are  chosen  for  ability  in  school  administration,  cap- 
ability as  supervisors,  for  scholarship,  and  for  leadership;  for 
ability  to  organize  and  cooperate  with  pupils,  teachers,  parents, 
and  the  general  public;  and  also  for  their  ability  to  instruct 
youths  in  the  right  methods  of  living,  acting,  and  thinking.  Because 
of  the  many  personal  qualities  that  are  essential  for  the  deans,  the 
experience  as  a teacher,  the  additional  training,  and  the  necessity 
for  constant  study  and  research  the  salaries  which  are  offered  should 
be  such  as  to  repay  them  for  their  time  and  money  spent  in  prepara- 
tion. As  it  has  been  previously  showed  the  deans  tend  to  receive 
the  rank  of  assistant  principal  in  the  high  school;  hence  how  do 
their  salaries  compare  with  those  paid  to  the  other  teachers?  In 
comparing  the  salaries  of  the  deans  of  girls  with  those  received  by 
other  full  time  instructors  in  128  high  schools  it  is  evident  that 
the  deans  do  not  tend  to  receive  the  maximum  salaries  offered  to  eith 
er  the  regular  men  or  women  teachers.  This  may  be  seen  from  the 
median  salaries  paid  in  the  128  high  schools  in  which  there  are  deans 
of  girls. 

Maximum  salary  of  full  time  men  teachers  $2,592. 


36. 

Maximum  salary  of  full  time  women  teachers  $2,467. 

Minimum  " " " "men  " $1,641. 

Minimum  " " " 11  women  " $1,532. 

Salary  of  deans  of  girls  $2,260. 


The  rcaxinmte- -salaries  of  full  time  men  teachers  in  12S  high  schools  in  which  there  are 
deans  of  girls. 


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42. 

The  salaries  of  the  deans  of  girls,  as  shown  by  Figures 
X,  XI,  XII,  XIII,  and  XIV  range  about  the  same  as  those  paid  to  othei 
teachers  - from  $1200  to  $4500.  Thus  the  reports  indicate  that  the 
greater  majority  of  the  deans  do  not  receive  any  marked  increase  in 
their  salaries  becaus.e  of  their  new  responsibilities.  Of  course 
there  are  a few  exceptions  to  this  general  statement,  as  in  the  case 
of  those  high  schools  in  which  the  office  has  been  established  for 
a greater  length  of  time  and  in  which  the  dean  is  relieved  of  the 
major  portion  of  her  class  duties,  but  on  the  whole  it  seems  to  hold 
true.  The  following  quotation,  given  by  a high  school  principal, 
is  typical:  "The  dean's  salary  is  on  the  basis  of  her  years  of  ex- 

perience. No  adjustment  has  yet  been  made  because  of  the  change  in 
her  rating;  though  one  is  expected  in  time."  If  the  most  capable 
persons  are  to  be  encouraged  to  take  up  this  line  of  work  - the  type 
of  women  possessing  the  character  and  ideals  which  any  mother  would 
be  proud  to  see  developed  in  her  daughter,  and  the  type  xvhich  girls 
will  wish  to  imitate  - they  must  be  given  salaries  that  will  compen- 
sate for  the  expenditure  required  in  their  preparation  for  the  work. 
Should  the  efficient  deans  be  sacrificed  for  the  salaries?  Surely 
every  community  owes  it  to  its  girls  to  secure  the  finest  women  to 
enhance  their  general  welfare. 

The  deans  of  girls,  it  may  be  remembered,  are  largely 
college  graduates.  Since  this  is  the  case,  do  the  salaries  have  any 
relation  to  their  academic  attainments?  The  number  of  high  school 
principals  who  reported  having  deans  with  master's  degrees  and  those 
having  deans  without  college  degrees  are  so  snail  in  number  as  com- 
pared with  those  having-  deans  with  bachelor's  degrees  that  an  ade- 
quate relationship  between  the  three  cannot  be  given,  yet  it  may  be 


43. 


cf  value  to  note  the  results  which  are  evident  from  such  a compar- 
ison. Twenty  deans  holding  master's  degrees  receive  a median 
salary  of  $2,550;  seventy  deans  each  with  a bachelor's  degree 
receive  a median  salary  of  $3,300;  while  twenty-seven  deans  who 
are  not  college  graduates  receive  a median  salary  of  $1,983.  This 
indicates  that  their  salaries  tend  to  vary  somewhat  in  accordance 
with  the  college  training.  In  like  manner  the  number  of  girls 
supervised  by  deans  with  master's  degrees  is  larger  than  those  un- 
der the  supervision  of  deans  without  degrees,  as  shown  by  the  fact 
that  the  median  number  of  girls  supervised  by  twenty  deans  with 
master's  degrees  is  700;  whereas  the  median  number  of  girls  guided 
and  directed  by  twenty-five  dee.ns  who  are  non-college  graduates  is 
683.  In  the  case  of  sixty-seven  deans  with  bachelor's  degrees  the 
median  number  of  girls  supervised  is  596  . This  is  due  to  the  fact 
that  the  office  at  the  present  time  is  created  in  the  high  schools  ■ 
of  the  country  in  which  the  median  enrollment  of  girls  was  found 
to  be  523,  as  noted  by  the  study  made  of  128  high  schools  in  the 
beginning  of  this  chapter.  It  has  also  been  shown  that  about  fifty- 
nine  per-cent  of  the  degrees  held  by  the  deans  of  girls  are  B.  A. ; 
hence  it  would  be  expected  that  this  academic  standing  would  pre- 
vail in  the  majority  of  the  high  schools  of  the  country  and  come 
between  the  other  two  groups  both  in  regard  to  the  salaries  receiv- 
ed and  the  number  of  girls  supervised.  Thus  there  is  a relation 
between  the  degrees,  number  of  girls  enrolled  in  the  high  schools, 
and  the  salaries  in  the  case  of  deans  with  M.  A.  degrees  and  those 
with  B.  A.  degrees  and  no  degrees.  The  former  deans  tend  to  have 
control  over  a larger  number  of  girls  and  to  receive  higher  salaries 


44. 


than  those  deans  of  girls  who  fall  below  them  in  their  academic 
attainments.  These  facts  may  be  observed  by  comparing  Figure  XV  with 
Figure  XVI . 


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46 


ITo.  of 
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■5-5 51 


The  number  of  girls  supervised  by  67 
deans  with  A.  B.  degrees. 

Legend:  8 deans  supervise  from  £00  to 

£99  girls;  7 deans  supervise  from  300 
to  399  girls;  etc. 

The  median  number  of  "iris  surer vised  i 
59^|p 

The  first;  quartile  is  435 
The  third  quartile  is  933. 


o w 2ft  30)  400  5t»  600  noo  eoo  aoo  iooo  pioo  im  ftco  hoo  iscouc o iw  leoo  10002000  21002200 


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The  number  of  girls  supervised  by  £5 
deans  with  no  degrees . | 

Legend:  £ deans  supervise  from  £00  to 

£99  girls;  £ deans  supervise  from  300 
to  399  girls;  etc. 

The  median  number  of  girls  supervised 
is  683 

The  first  quartile  is  467 

The  third  quartile  is  850 


500  6oo  T()o  ood pco /ooo  iioo  <200  r0  . of  girls  supervised. 


47. 

Like  any  new  department  which  has  recently  been  created 
and  as  yet  is  unstandardized,  the  dean  of  girls  may  he  somewhat 
handicapped  in  her  work  because  of  a lack  of  the  proper  equipment. 
In  130  high  schools  seventy- three  deans  report  of  having  a private 
office;  while  fifty-seven  answer  in  the  negative.  The  deans,  how- 
ever, who  have  no  private  office  ;may  be  found  for  consultation  in 
the  places  mentioned  below: 

Frequency  . 


Class  room 35 

In  the  principal's  office  — — 21 

Halls 12 

Assembly  Room  — * — — 6 

Ladies'  Rest  Room  - — — — — — 2 

Girl's  Study  Hall 2 

Nurse's  Office — 2 

Dressing  Rooms  — — : 1 

Girl's  Basement  — 1 

Emergency  Room — — — 1 

General  Office  — - — — — — 1 

Social  Room  — — •> — 1 

Small  room  at  my  disposal  when  I meet 

small  groups  or  singly 1 

Room  shared  with  Assistant  Principal  - 1 

Teacher's  Conference  Room 1 

Library  or  Model  Dining  Room  — 1 

Room  used  privately  two  hours  a day  - 1 

Anywhere  I can  find  a place - — — 1 

Gymnasium — 1 

Medical  Inspection  Office 1 


48. 


The  deans  in  the  same  130  high  schools  tend  to  be  restrict- 
ed in  their  efficiency  because  of  the  absence  of  clerical  assistance 
Such  service  provided  for  the  deans  may  be  seen  from  the  following 
grouping: 

Number 


No  stenographer  — 93 

Stenographer  21 

Share  of  office  force  — 8 


Student  assistance  from  Com- 
mercial department  - — 3 

In  these  high  schools  the  deans  also  make  provision  for 
meeting  girls  for  private  conferences  during  such  specified  periods 
as : 

Frequency 


After  school  — 98 

Before  school  opens — 75 

Between  class  periods  ~ — 73 

At  noon  — 68 

At  any  time  as  needed  during  the  day  — 19 

During  my  vacant  periods 17 

During  their  study  periods  13 

During  class  periods  11 

After  eleven  o’clock 1 

Evenings 1 

Afternoons — 1 

First  and  last  hours  of  school  day  1 


Sometimes  at  assembly  time,  once  a month  1 
In  the  afternoons  which  I have  for  that 

purpose 1 


49. 


During  one  and  a half  periods  for  such 

work  every  day 1 

When  sent  for  by  principal  or  teacher  or  on 

request  of  students — 1 

Division  Period  - — 1 


It  appears  from  these  studies  that  all  the  deans  have  not 
yet  been  definitely  provided  with  a suitable  place  for  meeting  girls, 
with  adequate  time  for  private  conferences,  or  with  the  much  needed 
clerical  assistance.  As  the  office  becomes  more  firmly  established 
in  the  high  schools,  it  is  hoped  that  much  of  the  class  instruction 
in  which  the  deans  are  now  engaged  will  be  eliminated  and  their  time 
spent  in  caring  for  the  individual  needs  of  the  girls  and  forming 
adequate  plans  for  various  kinds  of  wholesome  social  activities  in 
the  school.  However,  since  about  fifty-six  percent  of  the  deans  at 
the  present  time  have  a private  office,  the  general  tendency  seems  to 
be  in  the  direction  of  providing  the  same  opportunity  for  individual 
conferences  in  the  other  high  schools  in  which,  as  yet,  the  deans 
have  been  forced  to  use  class  rooms  or  share  the  principal's  office. 

As  to  the  necessary  equipment  for  a dean  of  girls  in  the 
high  schools  the  following  is  suggestive  of  what  would  be  a very  good 
arrangement.  To  efficiently  carry  on  her  extensive  field  of  work 
the  dean  should  have  a well  equipped  private  office  or  consultation 
room,  adequately  yet  tastefully  and  cheerfully  furnished  for  her 
convenience,  where  communication  may  be  carried  on  with  the  girls 
without  interruption  and  without  arousing  curiosity  among  classmates. 

it 

In„a  private  desk,  an  individual  telephone,  a collection  of  helpful 
books,  and  a filing  cabinet  is  decidedly  beneficial.  Adjacent  to  this 


. 


. 


50 . 

private  office  an  outer  waiting  room  is  desirable  so  as  to  assure 
absolute  privacy  for  individual  conferences.  A rest  or  emergency 
room  is  also  very  essential.  It  should  be  provided  with  couches, 
easy  chairs,  copies  of  good  current  magazines  or  papers,  and  a suit- 
able first  aid  equipment.  Where  the  school  is  sufficiently  large 
enough  the  dean  should  have  a stenographer  to  relieve  her  of  many 
of  the  petty  details  connected  with  her  work.  Absences  and  tardy 
cases  of  girls  must  be  checked,  letters  written  to  parents,  and  the 
office  supervised,  when  it  is  necessary  for  the  dean  to  visit  homes 
during  the  school  hours;  such  work  may  be  beneficially  turned  over 
to  a stenographer  thereby  giving  the  dean  more  time  for  her  partic- 
ular duties. 

The  dean  of  girls  should  always  arrive  at  the  building  a 
few  minutes  before  time  for  the  school  work  to  begin  in  the  morning, 
-phis  affords  an  opportunity  for  the  girls  to  converse  with  her  as 
any  matters  of  importance  before  they  take  up  their  day's  work.  It 
also  gives  them  a chance  to  secure  excuses  in  cases  of  absences. 
Since  the  dean's  work  consists  in  promoting  the  general  welfare  of 
each  girl,  she  must  be  at  leisure  to  discuss  their  problems  whenever 
it  is  convenient  for  them  to  come  to  her.  This  necessitates  liberal 
office  hours  both  in  the  morning  and  afternoon, and  expecially  be- 
tween class  periods.  Very  often  the  advice  given  during  the  few 
minutes  when  the  girls  are  passing  from  one  class  to  another  is  more 
beneficial  than  that  given  at  any  other  time.  No  matter  how  slight 
the  matter  may  be,  if  it  is  promptly  and  seriously  answered  it  means 
more  to  the  girls  and  brings  about  a closer  sympathy  between  them 
and  the  dean.  During  the  noon  intermission  the  dean  should  also  re- 
main with  the  girls  and  provide  recreational  activities  for  them 


51. 

out-of  doors  or  in  the  gymnasium.  If  at  any  time  during  the  day  the 
dean  finds  it  beneficial  to  leave  the  building  her  stenographer,  of 
course,  is  left  in  charge  of  the  office  or,  if  she  does  not  have  a 
stenographer  she  should  notify  the  office  clerk  at  the  time  of  leav- 
ing and  returning.  The  dean  should  always  be  at  the  high  school 
building  when  the  work  closes  for  the  day,  not  only  to  answer  ques- 
tions or  give  suggestions  but  to  see  that  all  girls  leave  the  build- 
ing at  the  proper  time. 

From  the  preceeding  studies  the  office  of  dean  of  girls  in 
the  high  schools  seems  to  be  unstandardized  as  to  title,  rank,  train- 
ing, subjects  taught,  number  of  minutes  spent  in  teaching,  salaries, 
place  for  meeting  girls,  clerical  assistance,  and  time  for  meeting 
girls.  Every  new  movement,  however,  to  be  successful,  must  begin  at 
the  bottom  of  the  ladder  and  ’work  towards  the  top.  It  is  with  this 
end  in  view  that  the  present  deans  are  striving  by  group  meetings 
and  conferences  to  secure  new  ideas  and  common  aims  in  order  to  raise 
the  office  to  its  highest  efficiency.  The  work  of  the  deans  of  girls 
will  next  be  observed. 


52. 


Ill  . 

WORK  OF  THE  DEAN  OF  GIRLS  IN  THE  HIGH  SCHOOL. 

The  duties  and  responsibilities  of  the  dean  of  girls  in 
the  high  schools  are  as  diversified  and  variable  as  the  qualifica- 
tions that  determined  her  selection  for  the  office.  However,  the 
actual  work  accomplished  in  this  field  is  shown  from  the  following 
reports  given  by  deans  in  130  high  schools: 

Number 


Give  advice  as  to  moral  conduct  - — --  114 
Advice  in  cases  of  correction  and 

discipline  of  girls — 111 

Help  girls  cooperate  in  their  work  - S4 

Final  authority  in  manners 87 

Final  authority  in  matters  of  dress  - 85 

Help  girls  choose  a vocation  — 77 

Chaperone  social  gatherings  76 

Final  authority  in  personal  hygiene  - 74 
Present  fields  of  work  open  to  girls-  71 

Advise  boys 57 

Final  authority  in  discipline 52 

Present  elements  of  thrift  to  high 

school  girls  — - — — 47 

Supervise  all  social  activities  in  the 

high  school  46 


Final  authority  in  school  attendance  -43 


53. 


Aid.  boys  in  vocational  matters 38 

Aid  girls  in  religious  matters  24 

Aid  girls  in  matters  of  church  affiliation  10 

C-ive  information  concerning  church  doctrines  - 7 

The  rank  given  by  the  deans,  in  the  some  130  high  schools, 
to  the  duties  which  confronts  them  appear  thus: 

Rank 

Oversight  of  social  life  in  and  out  of  school  1. 

Ethical  talks  to  girls  1 

Conferences  with  parents 2 

Improvement  of  health  and  personal  hygiene  - — - — 3 

Study  of  home  conditions  — • — - — — — ■ — ■ — 4 

Vocational  information  and  advice  * — 5 and  6 

Aid  in  financial  difficulties  - — 6 

Public  lectures 7 

Since  the  major  portion  of  the  dean  of  girls  field  of  work, 
however,  lies  in  providing  for  the  individual  needs  and  interests  of 
the  girls,  many  of  the  special  pro 'oleins  daily  called  to  her  attention 
affords  interesting  illustrations  of  her  manifold  tasks  and  the  close 
cooperation  and  sympathy  existing  between  her  and  the  girls.  One 
dean  writes  that  girls  come  to  her  with  such  problems  as  these: 

"1.  Trouble  with  throat,  eyes,  etc. 

2.  Can’t  afford  to  buy  necessary  supplies. 

3.  Must  leave  school  because  of  financial  conditions. 

4.  Father  and  mother  are  separated.  Father  has  a good  job 

- doe3  not  aid  in  the  home  - what  shall  we  do? 


5.  Mother  ill  - must  stay  home  to  care  for  her. 

6.  Landlord  refuses  to  repair  the  plumbing. 

7. 'Don’t  like  school’  - want  to  go  to  work. 


54, 


8.  Falling  below  grade  in  French,  Spanish,  etc.  What  shall 

I do? 

9.  Absent  because  of  illness  - behind  in  work  - what  shall 

I do? 

10.  How  shall  I get  money  to  go  to  college?" 

Another  writes  that  the  problems  brought  to  her  by  the 

girls  are: 

"1.  which  college  is  best  for  me?  Am  I prepared  for  gradu- 
ation? for  college  admission?  What  subjects  should  I 
take  next  year  , etc. 

2.  What  shall  I do  after  high  school? 

3.  Can  you  recommend  a good  boarding  school? 

4.  Any  question  concerned  with  successful  planning  for  a 

girls'  junior  and  senior  literary-honor  society  of 
which  I am  a faculty  adviser  . 

5.  Questions  of  dress  and  conduct. 

3.  Situations  arising  when  any  girl  may  have  been  annoyed 
by  boys. 

7.  Misunderstandings  between  girls  and  teachers. 

8.  Matters  of  discipline  - disobedience,  cutting  classes, 

etc . 

9.  Irregularities  in  attendance . 

10.  Need  of  work  outside  of  school  time. 

11*  Arrangements  of  parties  for  all  the  girls  of  the  school 
each  year. 

12,  Any  and  every  conceivable  question  involved  in  the  flour 
ishing  General  Organization  of  the  school  through  which 
the  students  have  had  much  to  do  with  the  running  of 


55. 


their  activities  of  extracurricula  nature." 

Some  of  the  stirctly  personal  problems  which  daily  con- 
front another  dean  appear  as  grouped  below: 

1.  "Wronged  by  boy.  What  shall  I do? 

2.  Friends  do  not  speak.  What  shall  I do? 

3.  Club  pin  kept  by  a boy. 

4.  Father  refuses  to  allow  daughter  to  take  Physical 

Education  because  it  is  immodest  to  appear  anywhere 
in  bloomers. 

5.  Property  is  stolen. 

5.  Wrongly  suspected  of  theft. 

7.  Claim  that  grades  of  teachers  were  unfair. 

8.  Quarrel  with  home  folks. 

9.  Desire  to  change  program  because  of  apparent  friction 

with  teacher  - inability  to  get  along  with  teacher. 

10.  Best  friend  is  probably  a thief.  What  shall  I do? 

11.  Wishes  to  leave  home.  Would  it  be  right? 

12.  Whole  family  live  in  tent.  Mother  hopelessly  ill. 

One  sister  to  help.  Younger  girl’s  duty  to  self 
and  family. 

13.  How  to  get  along  with  a step-parent? 

14.  Girl  has  become  unpopular  - Wrhy? 

15.  vThat  shall  senior  sister  do  for  a freshmen  sister  who 

lacks  discretion? 

16.  All  movies  and  class  parties  are  wicked. 

17.  How  can  I make  friends  and  keep  them? 

18.  Could  I not  arrange  to  graduate  in  three  years? 


56. 


19.  Do  you  like  bobbed  hair? 

20.  Do  you  think  I wear  my  skirts  too  short? 

21.  Do  you  think  there  is  any  harm  in  wearing  my  stockings 
rolled?  It  is  so  comfortable. 

22.  I slapped  a boy  who  kissed  me  at  a dance  New  Year's 
Night.  Was  it  all  right? 

23.  Girls  ask  about  serious  purposes  for  life. 

The  following  are  also  typical  of  many  of  the  specific 
problems  brought  before  the  attention  of  the  deans: 

"Girls  come  to  me  with  questions  of  etiquette,  moral  con- 
duct, dress,  rouge,  and  powder;  cases  of  smoking  of  another  girl, 
too  great  familiarity  with  boys,  secret  marriages,  hysteria,  and 
matters  of  cleanliness  of  class-mates." 

"They  inquire  as  to  undesirable  literature  and  ask  in  regard 
to  reading  matter  suitable  for  girls'." 

"A  girl  had  developed  a painful  skin  disease.  Her  parents 
were  not  in  the  city;  she  was  living  with  an  aunt  who  is  a Christian 
Scientist.  Her  father  had  been  unemployed  for  months,  she  worked 
after  school  to  support  herself.  At  her  request  I made  an  examinatior 
and  saw  that  she  needed  medical  attention  at  once.  I reported  to  the 
Principal  and  he  secured  the  services  of  the  district  school  physi- 
cian. She  goes  regularly  for  treatment  and  is  getting  well.  Her  em- 
ployment , mo  ney  for  medicine,  and  clothes  have  been  secured  by  teachers 
in  this  school." 

"Ruth,  whose  father  and  mother  had  separated,  wanted  advise 
as  to  who  she  should  live  with  - father  or  mother.  Her  father  is  a 
drinking  man  and  she  is  unhappy  living  with  her  mother.  Should  she 


57. 

try  to  stay  in  school  and  finish  her  course?" 

"A  girl,  whose  guardian  is  an  aunt,  was  not  permitted  to 
have  any  school  friends  come  to  her  home.  The  girl  took  me  into  her 
confidence  and  together  we  planned  a way  to  keep  the  friends  in  spite 
of  the  rigid  home  ruling." 

"Parents  of  a girl  are  of  different  religious  faiths. 

Mother  accuses  the  father  of  influencing  the  child  and  enticing  her 
to  join  his  church.  Parents  quarrel.  The  child  is  bereft  of  guid- 
ance. I try  to  create  a wholesome  idea  of  home  life." 

"A  girl  living-  in  the  mountains,  about  fifty  miles  away, 
wrote  about  two  weeks  before  school  opened,  seeking  a suitable  place 
to  work  for  her  board  and  room.  % problem  was  to  find  a place  that 
would  be  satisfactory  to  her  parents  and  at  the  same  time  a place 
where  she  would  fit  in." 

"Mother  (frivolous,  wanting  girl  to  be  popular)  approves 
of  her  going  to  parties  with  a boy  whom  girl  does  not  like.  What 
shall  she  do?  Finally,  I gain  her  confidence  as  to  why  she  does  not 
like  him.  Then  I go  to  the  mother  and  we  have  a long  talk.  Child 
goes  to  no.  more  parties  with  the  boy." 

"Margaret,  a thief,  with  absolutely  no  one  to  depend  upon, 
was  placed  with  a wonderfully  fine  woman  to  work  for  her  room  and 
board.  She  is  going  to  school  and  has  apparently  forgotten  how  to 
steal . " 

"Josephine,  self  conscious,  underestimated  her  own  worth. 
She  thought  no  one  cared  to  make  friends  with  her  - made  herself  and 
her  mother  very  unhappy;  and  was  not  developing  any  social  qualities 
She  was  given  work  on  the  Social  Service  Committee  and  after  a year's 
experience  is  a different  girl." 


58. 

"Gladys,  whose  health  was  none  too  robust,  was  most  anxious 
to  remain  in  school  though  she  practically  supported  a lazy  father. 
She  was  finally  placed  in  a home  where  she  worked  and  stayed  in 
school  until  she  graduated  with  very  creditable  records.  She  has  a 
good  position  now." 

"A  girl  is  wondering  about  the  efficiency  of  prayer." 

"The  problem  of  helping  the  mother  whose  daughter  is  stay- 
ing out  nights;  adjusting  work  to  physical  limitations  of  girls; 
advising  parents  as  to  matters  of  diet,  amount  of  work,  or  habits  of 
study  of  their  girls;  frequent  talks  with  girls  and  occasionally 
with  boys  as  to  the  way  they  carr}/-  themselves  toward  each  other." 

"In  general",  one  dean  states,  "I  handle  scholarships  for 
boys  and  girls  of  the  school,  procure  clothing,  etc.,  when  possible 
for  needy  families , visit  homes  and  act  as  a kind  of  bridge  between: 

a)  Parents  and  teachers. 

b)  Parents  and  girls. 

c)  Teachers  and  girls. 

d)  School  and  home." 

Ad  Infinitum. 

The  rank  also  given  by  the  deans  to  the  problems  most 
frequently  brought  to  them  by  the  girls  in  their  respective  schools 
was  found  to  be: 

Rank. 


Health  and  hygiene  1 

Ethical  1 

Academic  1 

Social  2 

Vocational  3 

Financial  4 


59. 


This  investigation  shows  clearly  that  the  work  dons  by  the 
deans  of  girls  varies  with  the  school  and  the  existing  conditions  in 
the  homes  and  the  community;  yet  from  the  above  rankings  the  pre- 
dominant duties  of  the  deans  and  the  problems  presented  to  them  by 
the  girls  center  around  their  moral  welfare.  It  is  true  that  during 
the  high  school  period  the  girls  (and  boys)  become  deeply  engrossed 
in  the  moral  aspect  of  things.  During  these  years  the  girls  have 
their  moral  awakening;  self  consciousness  develops  as  young  woman- 
hood rapidly  begins  to  assert  itself.  Everything  bears  a relation 
to  self,  it  becomes  a part  of  self  . They  react  differently  to 
stimuli,  being  very  susceptible  to  kindness,  politeness,  encourage- 
ment, and  personal  interest.  They  also  crave  sympathy  and  long  for 
merited  praises.  Thus  during  this  period  the  girls  need  some  one 
upon  whom  they  may  look  as  an  ideal  for  the  own  pattern  of  their 
lives,  and  to  whom  they  may  take  their  personal  difficulties  and 
receive  sympathetic  and  sincere  guidance.  The  good  will  and  interest 
shown  by  the  deans  for  the  major  and  minor  problems  of  each  girl  will 
influence  her  more  during  these  years  than  at  any  other  time  in  her 
life  and  lead  to  greater  future  good.  The  deans  also  have  the  best 
possible  opportunities  to  discuss  privately  with  the  girls  such 
matters  as  honesty,  reliability,  social  conduct,  and  proper  attitude 
toward  boys  which  many  homes  so  carelessly  neglect. 

The  deans  likewise  tend  to  be  directly  concerned  with  the 
social  life  of  the  high  schools.  Oversight  of  social  life  ranking 
first  among  their  duties  and  second  in  importance  among  the  problems 
brought  to  them  b3T  the  girls.  In  the  130  high  schools,  107  deans 
have  assistance  in  supervising  and  chaperoning  the  social  activities: 
while  23  do  not  receive  any  aid  in  these  matters.  The  persons  who 


. 


‘ 

l 


60. 


assist  the  deans  in  their  social  work  are: 

Frequency . 

Teachers  10? 

Vice  principal  and  teachers  — 5 

Principal 5 

Parents 5 

Social  Center  Directors  — 1 


Thus  it  appears  that  in  all  the  schools  in  which  deans  recieve  aid 
in  their  social  duties,  the  work  has  been  delegated  to  teachers. 
Their  assistance  is  secured  in  such  ways  as  mentioned  below: 

Frequency 


Class  advisers  or  sponsors (ohosen  by 

the  classes)  2? 

Teachers  appointed  by  the  principal  21 


Faculty  advisers  of  clubs  or  organizations  - 17 
Teachers  invited  by  the  principal,  dean  of 

girls,  or  students 17 

Teachers  appointed  by  the  dean  of  girls-  12 
Teachers  give  voluntary  assistance  as 

needed  — — - — — 11 

Social  activities  Commit te 7 

Teachers  asked  by  students — 6 

Teachers  asked  by  school  organizations  — 4 

Section  teachers — 3 

Teachers  appointed  by  principal  and  dean 

of  girls  — — — 3 

Director  of  Girl's  Athletics  2 

Request  of  Senate  or  Administration  — - — 2 


s 


81. 


Teachers  appointed  by  the  Superintenden  - 1 

Girls'  League  1 

I fc  is  very  essential  that  the  deans  of  girls  hold  the 
social  activities  in  their  respective  schools  as  a matter  of  pre- 
eminent importance.  They  should  have  charge  of  the  Organizations, 
The  extra  curricula  activities,  and  in  consultation  with  the  girls 
select  the  advisers  or  sponsors.  From  observing  the  proceeding 
classification  and  the  number  of  deans  actually  supervising  (46  deans 
in  130  high  schools)  and  chaperoning  (76  deans  in  130  high  schools) 
the  social  gatherings  in  the  schools  it  is  apparent  that  they  have 
delegated  this  phase  of  their  work  to  the  teachers;  yet  the  deans 
should  attend  the  social  meetings  as  they  alone  have  that  close  per- 
sonal touch  with  the  girls  which  aids  in  developing  the  proper  socia' 
standards  for  the  young  people.  It  is  the  deans’  exclusive  duty  to 
recognize  the  social  cravings  which  early  develop. and  to  stimulate 
those  in  need  of  it.  They  must  plan  the  social  register  for  the 
school  year,  provide  wholesome  organizations  to  stimulate  every 
variety  of  interest,  and  recognize,  when  it  appears,  the  desire  for 
the  society  of  the  opposite  sex  by  creating  opportunities  for  group 
gatherings  with  sufficient  assortment  of  entertainments  that  all  may 
participate  in  some  form  or  other.  The  girls  should  be  permitted  to 
plan  the  details  of  the  clubs;  thus  they  may  satisfy  their  love  of 
organization,  self-expression,  and  in  addition  develop  a sense  of 
social  responsibility,  cooperation,  good  democratic  spirit,  ideals 
of  good  citizenship,  and  form  friendships  which  they  will  enjoy 
throughout  life.  In  these  130  high  schools,  sororities  are  already 
banished  in  118  of  the  schools;  while  in  twelve  they  still  exist. 
However,  the  deans  exercise  control  over  them  as  follows: 


. 


62. 


Number  of  high,  schools. 


No  control 5 

Barred  from  participation  in  school 

activities  4 

Pledge  card  system  used 2 

Advise  and  inspire  cooperation  1 


They  have  also  upheld  the  establishment  of  junior  branches  of  the 
Young  Womens  Christian  Association  in  32  of  these  schools. 

The  deans  also  tend  to  rank  health  and  hygiene  first  in 
importance  among  the  problems  brought  to  them  by  the  girls,  yet 
third  in  their  required  duties.  The  deans,  as  shown  by  the  special 
problems  which  daily  confront  them,  propose  standards  and  ideals  of 
health,  sanitation,  dress,  and  oosmitics;  and  disucss  such  matters 
of  diet,  physical  limitations,  hours  of  study,  or  ventilation  with 
parents  in  the  homes.  They  also  have  charge  of  all  oases  of  sick- 
ness or  accident  in  the  school,  and  by  cooperation  with  the  physical 
education  department  arrange  for  medical  examinations  at  definite 
stated  intervals  as  it  is  thought  necessary.  In  the  private  and 
group  conferences  the  deans  have  an  opportunity  to  discuss  in  a 
scientific  manner  matters  of  sex  hygiene  and  delicate  questions  of 

r~ 

health  and  conduct  that  could  not  be  handled  by  any  other  member  of 
the  faculty.  A trained  dean  very  often  has  more  influence  with  the 

girls  than  mothers  who  are  ignorant  and  backward  about  speaking  to 
their  daughters  of  these  matters  and  besides  do  not  have  the  com- 
mand cf  technical  terms.  As  shown  by  the  resolutions  adopted  by 
the  Girl's  Council  and  all  the  Girls'  home  rooms  of  the  Lakewood 
High  School,  Lakewood,  Ohio,  the  dean's  influence  is  very  evident. 


it  reads: 


* 


So. 


"Resolved:  That  we,  the  girls  of  Lakewood  High,  bar  from 

school  dress  the  following:  Georgette,  net, 

silk,  velvet,  silk  hose,  French  heels,  trans- 
parent sweaters,  worn  without  waists,  rouge, 
lip  sticks,  eyebrow  pencil  and  any  other  in- 
appropriate wearing  apparel. 

"Resolved:  That  we,  the  girls  of  Lakewood  High, 'will  co- 

operate with  the  school  to  keep  order  in  the 
halls  by  refraining  from  loud  voices,  clasping 
arms,  running  and  any  other  disorderly  conduct'.' 1 

Academic  relations  of  girls  also  rank  first  in  order  of 
importance  of  problems  which  the  girls  bring  to  the  deans.  The  pre- 
ceeding  quotations  show  that  they  adjust  courses  of  study  to  meet 
the  needs  and  abilities  of  the  girls;  advise  concerning  failures, 
absences,  unfair  grades,  or  frictions  with  teachers  - thereby  correct- 
ing misunderstandings  and  mistakes  with  a view  to  enable  girls  to 
continue  their  work  happily  and  successfully.  They  also  tend  to 
offer  advice,  but  do  not  have  final  authority,  in  cases  of  correc- 
tion and  discipline  of  girls. 

Vocational  guidance  of  girls  is  a very  important  matter  to 
be  considered  by  the  deans.  From  a study  of  130  questionnaires, 

85  high  schools  report  as  having  made  provision  for  vocational  guid- 
ance, while  45  have  negleot^it  altogether.  In  the  former  schools  it 
is  provided  for  by: 

Number 


One  teacher  — - — — 31 

Distributed  among  teachers  — - 54 


* 


64 . 

The  deans  relations  to  this  work  is  all  of  the  schools  is  shown  by 
the  grouping  given  below: 

Humber 

No  relation  to  vocational  guidance  of  girls  - 68 

Consulting  advisers  — — 28 

Cooperate  with  vocational  directors  11 

Individual  guidance  - friendly  suggestions  — 7 

Incidental  — — 6 

Charge  of  vocational  guidance  of  girls  5 

Provide  speakers  along  vocational  lines  2 

is—  P 

Locate  girls  in  homes 1 

Reach  girls  interested  in  nursing  -■ 1 

Give  talks  along  vcctional  lines  to  girls  1 

Thus  it  is  apparent  that  the  majority  of  the  deans  tend  to  offer  sug- 
gestions to  girls  in  choosing  vocations  when  called  upon,  but  do  not 
have-  complete  charge  of  the  vocational  guidance  of  girls.  Every  dean 
should  try  as  far  as  possible  to  see  that  the  girls  are  pursuing 
those  lines  of  work  for  which  they  are  best  fitted  to  continue  in 
later  life  by  arranging  the  courses  of  study  to  meet  their  individual 
needs  and  interests.  Occasional  visits  with  parents  in  the  homes  may 
greatly  aid  the  dean  in  this  work  as  it  gives  her  an  insight  into  the 
parents  future  ambitions  for  their  daughters. 

These  numerous  matters  dealing  with  the  moral,  social, 
health  and  hygienic,  academic,  and  vocational  sides  of  the  girl’s  x 
lives  are  by  no  means  the  only  problems  and  duties  to  which  the  deans’ 
work  is  confined.  There  are  personal  conferences  with  parents  or 
guardians;  the  study  of  home  conditions  and  adjustments  to  meet  the 

needs  of  girls;  oversight  of  rooming  houses;  tasks  of  finding  em- 
ployment and  rooms  for  tirls  who  must  wholly  or  in  part  work  their 


' 


65. 


way  through  school;  provide  financial  aid  when  necessary;  handle 
all  cases  of  misdemeanor  in  which  girls  are  involved;  offer  advice 
as  to  matters  of  religion;  and  promote  the  cooperation  of  the  homes 
by  being  willing  to  respond  to  invitations  to  speak  at  Mother's 
Clubs,  Parent-Teacher's  Associations,  and  Women's  Organizations  in 
the  community.  Miss  Janet  M.  Purdue,  Dean  of  Girls  in  New  Haven 
High  School,  New  Haven,  Connect i cut , says  that  she  finds  the  in- 
fluence from  speaking  before  such  organizations  is  far-reaching. 

One  public  lecture  bore  friut  in  three  of  her  cases.  Twenty-nine 
percent  of  the  deans  also  report  that  they  advise  the  boys.  In  ad- 
dition, as  has  been  shown  in  the  preceeding  chpater,  the  deans  tend 
to  teach  some  academic  subject  34?  minutes  a week;  while  81  deans 
(from  a study  of  130  high  schools)  perform  such  administrative  duties 
of  the  principal's  office  as: 

Frequency . 


Check  absences  61 

Register  pupils 55 

Answer  phone  calls  21 

Keep  class  records IS 

Record  monthly  grades  — 15 

Check  tardiness  of  girls * — 3 

Check  records  of  grades 1 

Follow  up  work  of  girls 1 

Check  monthly  attendance  records  — 1 

Note  failures  of  girls 1 

Record  yearly  grades  — 1 


The  importance  of  many  of  these  administrative  duties  con- 
nected with  the  principal's  office  seem  negligible  in  comparison 


I 


ss. 


with  the  other  tasks  required,  of  the  deans.  Of  course  they  should 
note  the  failures,  tardiness,  absences,  and  grades  of  the  girls  but 
such  matters  should  be  checked  by  their  stenographer  or  the  office 
clerk  and  then  turned  over  to  them.  However,  as  already  indicated, 
they  should  make  out  the  social  register  of  the  school,  see  that  all 
girls  share  an  equal  participation  in  the  athletics  and  social  func- 
tions of  the  school,  and  help  in  planning  the  curriculum  for  the 
girls.  Suffice  is  to  say  that  the  work  of  the  dean  of  girls  in  the 
high  school  consists  in  sympathetically  dealing  with  all  known  re- 
lations which  concerns  adolescent  girls  by  directi ng  their  interests, 
ideals,  and  ambitions  into  noble  and  worthwhile  channels;  and  in 
addition  to  bridge  the  gap  between  the  girls'  needs  and  the  homes 
and  the  community.  The  benefits  which  result  from  suoh  efforts  are 
now  worthy  of  consideration. 


67. 

IV. 

BENEFITS  DERIVED  FROM  HAVING  A DEAN  OF  GIRLS. 

Since  the  office  of  dean  of  girls  embodies  such  an  exten- 
sive and  varied  field  of  work,  it  would  naturally  be  expected  that 
many  benefits  would  be  derived  from  her  efforts.  Although  the  office 
is  only  in  its  experimental  stage,  wherever  it  has  been  tried  much 
can  be  said  in  its  favor.  The  benefits  which,  in  the  opinion  of  133 
high  school  principals,  have  accrued  in  their  respective  schools  by 
having  such  an  official  are: 

Frequency  as  given 
by  the  principals. 

Health' of  girls  improved  — 69 

Girls  remain  in  school  longer  64 

Academic  standard  of  school  higher  62 

Girls  secure  better  positions  after  leaving 

school — - — ■ — - — 2S 

Higher  social  standards  - character,  conduct, 

and  manners  — — — ~ — — — 24 

Ethical  and  moral  tone  of  the  school  improved  - 20 

Relation  between  school  and  home  is  closer  6 

The  spirit  of  good  will  and  cooperation  with  all 

school  endeavor  has  been  improved 6 

Girls  dress  in  better  taste  - more  sensible  — - 6 

Pupils  have  increased  confidenc  in  the  school  - 

girls'  problems  receive  individual  atten- 
tion and  wise  direction — 4 


’ 


. 


68. 


Fewer  failures  in  subjects  of  study  3 

Better  social  activities  - dancing  kept  above 

slightest  adverse  criticism  2 

Their  general  welfare  is  enhances 2 


No  time  lost  because  of  wrong  choice  of  courses  - 2 
Welfare  of  self  supporting  girls  is  conserved-1 


Parents  are  happier  1 

Desire  for  more  education — — 1 

Girls  have  a "friend  at  court"  to  uphold  their 

interests  at  any  and  all  times  — -1 

Better  deportment  in  extra- curricula  activities  - 1 

School  is  more  democratic 1 

Girls  are  better  prepared  for  later  life  1 

Better  school  attendance 1 


The  benefits  which  have  accured,  as  observed  by  130  deans 
of  girls  since  they  have  been  appointed  to  fill  this  office  in  the 
high  schools,  are  as  follows: 

Frequency  as  given  b}' 
the  deans  of  girls. 

Girls  spend  their  leisure  time  more  profitably  - 32 

Girls  remain  in  school  longer — — 59 

Girls  secure  better  position  after  leaving  school-31 

Girls  manners,  behavior,  and  conduct  have  been 


improved 11 

Girls  dress  more  sensibly  — - 10 

Social  relations  are  improved ■ 8 

Morals  of  girls  guarded  and  directed — — 8 

A better  spirit  of  cooperation  previals — 7 


69. 


Scholarships  is  improved 7 

A fairer  loyalty  and  school  spirit  has  develop- 
ed.   S 

Girls  have  a greater  sense  of  responsibility  — 4 
The  spirit  of  democracy  has  broadened  - — — — — 3 

Better  discipline — • — — - — — — 3 

Better  health  of  girls  — — — — - 3 

More  wholesome  views  of  life  — 3 

Girls  enjoy  school  more  - — — . 3 

School  entertainments  have  been  improved  - moral 

tone,  dancing,  cooperation,  etc.  — 3 

Courses  of  study  fitted  to  girls'  needs  2 

Desire  for  a higher  education  — — 2 

Refined  womanhood  developed — — — 2 

Girls  are  given  an  opportunity  to  earn  money 

while  in  school — — 2 

More  sex  hygiene  in  high  school  — — - — 1 

Raised  moral  standard  of  entire  community  - — - — ■ 1 
Better  understanding  between  girls  and  teachers-1 
A realization  that  the  good  name  of  the  school 
depends  largely  upon  their  dress,  con- 
duct, etc.  — — l 

Improved  relation  between  the  homes  and  the 

school  — — — — — — 1 

Girls  in  our  large  high  school  feel  that  they 

have  a definite  place  in  the  school  life 
and  work  - — 1 


■ 


. 


/ 


70. 

Gives  girls  a sense  of  security  in  their  difficul- 
ties - they  have  some  one  to  confide  in  1 

Eetter  school  attendance — * — — 1 

Better  supervision  of  out-of-town  girls  1 

Girls  have  more  poise  — — 1 

Girls  have  a better  chance  for  self  expression  1 

Ability  to  organize  others  for  work  or  play  — — — 1 


The  desire  to  become  the  right  sort  of  young  women- 1 
The  establishment  of  a rest  room  where  girls  may 
have  the  advantage  of  quietness  and  where 

simple  remedies  may  be  administered  — — 1 

Permission  granted  girls  to  go  home  - thus  saving 
the  embarrassment  of'  a public  request  in  the 


office — — - — — 1 

Help  a girl  to  find  herself  — — 1 


The  benefits  which  have  accrued  in  the  majority  of  the  high 
schools,  both  in  the  estimation  of  the  principals  and  the  deans  of 
girls,  seem  to  conform  to  the  rankings  given  by  the  deans  as  to  the 
importance  of  the  duties  and  problems  which  confront  them  in  their 
daily  work.  Ethical,  health  and  hygienic,  academic,  and  social  prob- 
lems predominate  and  the  benefits  result  in  these  same  branches  of 
work.  The  girls'  morals  are  guarded  and  directed;  their  health  is 
improved;  they  have  a more  sensible  idea  of  the  style  of  dress  suit- 
able for  school  wear;  they  have  higher  social  standards,  their  con- 
duct and  manners  in  the  extra-class  activities  and  the  school  enter- 
tainments are  improved;  the  courses  of  study  are  adjusted  to  meet 
individual  needs  and  interests;  the  girls  are  given  a better  oppor- 
tunity to  become  self  supporting  while  in  school;  and  they  spend 


71. 

their  leisure  time  in  more  profitable  recreational  and  education  pur- 
suits. These  benefits  in  turn  have  tended  to  hold  girls  in  school 
for  a longer  period  of  time,  and  to  promote  a better  daily  attendance 
to  raise  their  academic  standing;  to  enable  them  to  secure  better 
positions  after  leaving  school;  to  develop  wholesome  views  of  life; 
and  to  make  school  work  more  enjoyable  - in  brief  to  help  a girl  to 
find  herself  and  become  adjusted  to  her  surroundings.  Thus  the  girl 
have  an  increased  confidence  in  the  high  school  for  they  have  some 
one  to  confide  in  who  will  give  sympathetic  and  wise  attention  to 
their  individual  problems  as  well  as  enchance  their  general  welfare. 

The  deans  besides  accomplishing  such  valuable  benefits 
for  the  girls  also  promote  the  betterment  of  the  schools  in  general. 
Through  their  efforts  the  moral,  academic,  and  social  standards  of 
the  schools  are  raised;  there  is  a better  understanding  between  the 
girls  and  the  teachers;  a better  spirit  of  co-operation  prevails; 
a fairer  loyalty  and  school  feeling  has  developed;  and  a broader 
spirit  of  democracy  has  been  established.  The  pupils  feel  that  they 
have  a definite  place  in  the  school  life  and  work.  They  have  the 
interests  of  the  school  at  heart  and  through  their  efforts  they  try 
to  make  it  a bigger  and  better  institution.  The  office  is  also 
shown  to  be  a success  by  the  following  quotation:  "The  importance 

of  her  (the  dean's)  work  can  be  seen  in  the  increased  regularity  of 
the  attendance  of  the  girls  and  in  the  general  moral  uplift  of  the 
school  as  a whole.  Loud  talk  in  the  halls,  rudeness  of  manner  and 
undue  familiarity  has  been  greatly  reduced  and  is  approaching  the 

vanishing  point.  It  is  one  of  the  most  popular  movements  ever 

started  i n our  schools  and  it  has  the  hearty  support  of  pupils. 


72. 

teachers,  principals,  superintendents,  board  of  education,  and  com- 
munity.'1 7 

Since  the  deans  of  girls  have  achieved  such  noteworthy 
results  from  their  work  both  for  the  girls  and  for  their  respective 
schools  in  general,  what  have  they  done  for  the  communities?  One 
dean  states  that  she  has  raised  the  moral  standards  of  the  community; 
another  states  that  she  has  brought  about  a closer  sympathy  between 
the  school  and  the  home.  Surely  they  have  succeeded  in  giving  the 
communities  far  greater  benefits.  It  is  the  dean  of  girls  who  stands 
close  to  each  girl  and  aid3  her  in  every  way  possible  so  that  she 
may  become  a more  helpful  member  in  her  family,  and  efficient  com- 
munity leader,  an  intelligent  wife  and  mother,  and  a useful  citizen 
- these  bring  prosperity  to  any  community.  The  deans  stand  for  the 
larger  things  of  life,  and  it  is  with  a look  into  the  future  that 
they  guide  the  adolescent  girls  so  that  they  may  contribute  their 
very  best  possible  returns  for  what  society  has  done  for  them.  As 
a guide  i n aiding  the  deans  of  girl3  to  utilize  the  opportunities 
which  lie  open  to  them  in  this  field  of  secondary  school  work  a pro- 
gram for  their  use  will  now  be  presented. 


7.  Gayler,  G.  W.-  "Dean  of  Girls  in  High  Schools."  Ed.  Admin,  and 
Super.  3:493-498,  1917. 


73. 


V. 

A SUGGESTIVE  PROGRAM  FOR  THE  DEAN  OF  GIRLS  IN  THE  HIGH  SCHOOL. 

In  the  proceeding  chapters  some  of  the  distinctly  varied 
problems  and  individual  cases,  which  are  daily  being  called  to  the 
attention  of  the  deans  of  girls  in  the  various  high  schools  of  the 
country,  have  been  pointed  out.  It  is  not  the  intention  here,  how- 
ever, to  lay  down  a definite  program  to  be  followed  by  the  dean  in 
her  particular  school  for  such  an  outline  could  not  prove  efficient 
in  any  sense.  It  must  be  remembered  that  the  dean  of  girls  is  work- 
ing with  living  human  beings  capable  of  having  new  interests,  needs, 
or  problems  every  minute  of  the  day,  and  not  with  so  many  mechanical 
instruments  that  act  in  a certain  way  at  a given  signal  or  push  of  a 
button.  Girls  react  differently  in  different  situations  and  to  dif- 
ferent stimuli;  thus  each  day  brings  forth  a vastly  varied  group  of 
questions  to  confront  the  dean.  Neither  should  it  be  expected  that 
any  two  schools  may  require  the  same  work  from  their  dean.  Each  high 
school  is  situated  in  a locality  where  the  home  life,  the  vocational 
ana  social  needs,  as  well  as  the  individual  interests  of  the  girls 
vary  greatly.  It  is  the  aim,  therefore,  to  present  a program  which 
may  be  of  practical  value  for  every  dean  by  suggesting  some  of  the 
important  things  which  can  be  done  and  the  possibilities  of  this  new 
office.  Each  dean  must,  however,  study  the  needs  of  the  girls  and 
the  school  in  general,  then  with  definite  ends  in  view  select  those 
means  and  methods  which  will  most  efficiently  attain  her  desirea 
goals.  It  is  thus  for  an  aid  in  organizing  the  office  that  the 


■ 

' 


74. 

following  rather  inclusive  outline  is  presented  as  a suggestive  pro- 
gram for  the  work  of  the  dean  of  girls  in  the  high  schools: 

I.  The  dean's  work  in  relation  to  the  high  school  girls  may  he 
grouped  thus : 

A.  Meetings  with  girls  - private  conferences  and  group 
discussions,  and 

B.  Promotion  of  the  girls'  general  welfare  by  observing 
such  matters  as: 

1,  Academic  relations  of  girls. 

a.  Enrollment  of  girls  at  the  beginning  of  each- 
semester  . 

(1)  To  secure  a first  hand  view  of  girls. 
(3)  To  facilitate  means  by  which  help  and 
training  for  the  girls  may  begin. 

b.  Aid  girls  in  arranging  courses  of  study  to 
meet  individual  needs. 

c.  Note  absences  of  girls. 

d.  Note  tardiness  of  girls. 

e.  Observe  monthly  grades  of  girls. 

f.  Observe  failures,  poor  work,  or  indifference 
on  the  part  of  girls  toward  their  school  work. 

g.  Encourage  high  standards  of  scholarship. 

(1)  Set  girls  to  investigate  standard  of 
scholarship  in  other  high  schools. 

(2)  Encourage  scholarship  by  recognition 
of  it. 

2.  Health  and  hygienic  relations  of  girls. 


75. 

a.  Discussions  of  problems  relating  to  personal 
and  social  hygiene  as  : 

(l)  Cleanliness,  Sanitation;  care  of  hair, 
teeth  and  nails. 

b.  Care  of  sick  girls  or  cases  of  accident  in 
the  high  school. 

c.  Give  advice  in  cases  of  ill  health  due  to 
lack  of  nourishment,  sleep,  or  healthy  re- 
creation; also  in  cases  caused  by  indulgence 
in  outside  social  activities. 

(1)  Encourage  cooking'  classes  to  demon- 
strate preparation  and  value  of  whole- 
some foods. 

/ \ 111 

(2)  Secure  educational  filAs,  if  possible, 

to  show  the  value  of  correct  health 
habits . 

d.  Supervision  of  the  emergency  or  rest  room. 

(l)  This  room  should  always  be  equipped 
with  an  adequate  first  aid  outfit. 

e.  Care  of  girls  who  arrive  at  school  cold  and 
wet . 

f.  Encourage  all  forms  of  athletics. 

(l)  Accompany  girls  on  hikes  in  the  coun- 
try. 

g.  Establish  ideals  of  taste  and  common  sense  in 

dress . 

(l)  Create  a commit te  of  girls  on 
simplified  dress. 


* 


* 


. 


7S. 


(2)  Promote  fashion  shows  by  cooperating  with 
the  Domestic  Science  Department. 

(3)  Urge  fashion  shows  in  which  dresses  from 
local  merchants  are  displayed  on  older 
girls  of  good  standing  in  the  school  and 
an  explanation  of  them  given  by  the  art 
teachers . 

(4)  Urge  girls  to  collect  posters  showing 
correct  school  dresses,  shoes,  injuries 
of  cosmetics,  and  other  similar  problems 

(5)  Discuss  correct  posture  and  habits  of 
walking. 

(a)  Physical  Training  teacher  may  give 
valuable  assistance. 

h.  Discussion  of  health  conditions  in  the  hone, 

(l)  The  Physical  Training  and  Home  Manage- 
ment teachers  may  offer  helpful  sug- 
gestions . 

i.  Discussion  of  sex  problems. 

j.  Check  up  physical  conditions  of  girls  who  work 
their  way  through  school. 

k.  Supervision  of  janitor  in  charge  of  girls'  toilet, 
3.  Ethical  and  moral  guidance  of  girls. 

a.  Instruction  in  morals,  manners,  and  personal  con- 
duct . 

b.  Discussion  of  wholesome  relationships  between 
boys  and  girls. 

c.  Give  advice  in  individual  cases  of  "Puppy  Love." 


- 


* 


* 


* 


. 


. 


4.  Supervision  of  the  social  life  of  the  school. 

a.  The  dean  should  be  a restorer  of  social 
graces  and  good  breeding. 

(1)  These  factors  contribute  more  to  a 
girl's  success  in  life  than  all  the 
formal  studies. 

(2)  Many  homes  are  so  negligent  in  these 
essential  matters  that  the  school 
must  offer  such  instruction  as  will 
save  society  at  large  from  the  men- 
ace of  rudeness  and  crudity. 

b.  Supervision  of  all  the  social  activities 
of  the  school,  such  as: 

(1)  Class  parties. 

(2)  Club  gatherings. 

(0)  Girls'  Organizations. 

c.  Encourage  various  kinds  of  wholesome  socia 
activities  in  the  school  - make  the  school 
life  sufficiently  active  so  as  to  minimize 
the  demand  for  it  outside  by  organizing: 

(1)  A Camp  Fire  Girls  Club. 

(2)  A high  school  branch  of  the  Y.  W. 

C.  A. 

(3)  Monthly  meetings  with  programs 
worked  out  by  the  girls. 

(4)  Receptions  for  the  new  girls  each 
term. 

(5)  Dansants  in  the  afternoon  for  boys 


. 

* 


. 


. 


78. 


and  girls. 

(6)  Semi-annual  frolic  in  the  form  of 
a picnic,  beach  party,  or  a hike. 

(7)  Encourage  good  films  to  be  shown 
in  the  high  school  building  in  the 
afternoon. 

(8)  Provide  annual  meeting  when  girl's 
clubs  may  honor  the  mothers  of  all 
the  students  with  a program  and 
light  refreshments. 

d.  Supervision  of  the  programs  for  social 
gatherings  - the  entertainment  of  all 
should  be  carefully  provided  for. 

(l)  Glee  clubs  and  Literary  Societies 
should  be  encouraged  to  cooperate 
whenever  desirable. 

e.  Chaperone  the  social  affairs  of  the  high 
school  whenever  possible. 

f.  Aim  in  the  social  activities  of  the  high 
school  to: 

(1)  Develop  leaders. 

(2)  Develop  co-operation. 

(3)  Foster  a good  democratic  school 
spirit . 

(4)  Develop  ideals  of  good  citizen- 
ship. 

g.  Discussions  of  the  proper  use  of  leisure 


time . 


i 


. 


* 


. 


h.  Act  as  a sponsor  for  freshmen  girls, 

i . Be  a friend  to  the  unsocial  ;girls . 

(l)  Create  a girls'  Friendship  Com- 
mittee . 

j . The  dean  should  select  teachers  to  aid 
her  in: 

(1)  Supervising  and  chaperoning  social 
activities . 

(2)  Acting  as  advisers  for  organiza- 
tions . 

5.  Vocational  information  and  guidance. 

a.  Stinulate  the  girls’  interests  in  their 
school  work. 

(l)  Adjust  courses  of  study  to  meet 
individual  needs. 

h.  Keep  a catalogue  of  girls  enrolled  in 

school,  showing  their  preferred  work  with 
present  training  and  aptitude  for  it. 
c.  Keep  a card  catalogue  of  vocations  open 
to  high  school  girls.  For  each  occupa- 
tion give: 

(1)  Necessary  outfit  or  equipment 
required. 

(2)  Type  of  skill  or  ability  neces- 
sary. | 

(3)  Preparation  required  for  begin- 
ners. 

(4)  Healthfulness  or  danger  in  the 


work . 


' 

. 

' 


. 


. 


I- 

. 

■ 


80. 

(5)  Salaries. 

(6)  Chances  for  advancement. 

(7)  Social  advantages  in  the  partic- 
ular work. 

d.  Assist  graudatee  to  find  work  for  which 
they  are  best  fitted. 

(l)  Give  talks  to  girls  in  the 
fourth  year  about: 

(a)  Higher  institutions  of 
learning. 

w Occupations  open  to  them. I 

e.  Aid  girls  in  finding  employment  who 
work  their  way  through  school. 

f.  Give  advice  as  to  higher  educational 
institutions  and  explain  such  require- 
ments. 

(l)  Entrance  requirements. 

(3)  Standards  of  work  required. 

(3)  Housing  conditions. 

(4)  Vocational  opportunities 
while  enrolled  as  a student, 

g.  Discussions  of  civic  responsibilities. 

h.  Discussions  as  to  thrift  in  handling 
money . 

i.  Promotion  of  an  annual  vocational 
conference . 

(l)  Secure  competent  speaker  tc 


. 


81. 


discuss  various  vocations 
open  to  girls. 

(2)  Arrange  conferences  with  the 
speakers  for  the  girls, 

j.  Investigate  all  applications  for 
school  exemption  and  employment 
certificates  with  a view  of  reduc- 
ing the  number  who  leave  school  un- 
necessarily . 

k.  Follow  up  careers  of  girls  who  have 
left  school  and  encourage  them  to 
continue  their  education  by: 

(1)  Returning  to  school. 

(2)  Availing  themselves  of 
night  school  opportunities 

l.  Follow  up  the  career  of  graduates. 

(1)  Visit  employers. 

(2)  Create  alumnae  associa- 
tions . 

m.  Create  a widespread  and  intelligent 
interest  in  the  department  of  voca- 
t i o nal  guidance .. 

Financial  Aid. 

a.  Organize  a scholarship  and  loan 
fund  to  be  used  in: 

(1)  Aiding  girls  through  high 


school . 


. 

. 


82. 

(2)  Aiding  graduates  to  receive 
a higher  education. 

To.  Give  financial  aid  in  securing 
books,  clothes,  or  medical  atten- 
tion through  cooperation  with 
teachers  and  mother's  clubs. 

7.  Opportunities  for  service. 

a.  Organize  a Social  Service  or  Wel- 
fare Commit te  of  high  school  girls 

b.  Encourage  girls  in  such  acts  of 
service  as: 

(1)  Distributing  Christmas  baskets 
and  toys  for  the  poor  in  the 
city. 

(2)  Distributing  Thanksgiving 
baskets . 

(3)  Singing  Christmas  Carols. 

(4)  Presenting  an  annual  program 
for  the  Orphan's  Home. 

(5)  Making  clothes  for  the  Chil- 
dren's Home. 

(6)  Sending  May  Day  gifts  to  home 
for  delinquent  girls. 

(7)  Sending  flowers,  books,  mag- 
azines, fruit,  or  candy  to 
sick  and  crippled  girls. 


» 


' 


83. 


8.  The  dean’s  supervision  over  the  girls  during 
the  entire  school  day. 

a.  Noon  intermission. 

(l)  The  dean  should  be  on  duty  and  en- 
recreational  activities  for  the 
girls  such  as: 

(a)  Outdoor  games. 

(b)  Games  in  the  gymnasium. 

b.  After  school  closes. 

(l)  The - dean  should  remain  at  the 
high  school  until  all  girls  have 
left  the  building. 

c.  Loitering. 

(l)  Corridors,  halls,  cloak  and 

toilet  rooms  should  not  be  used 
as  loafing  places  during  the 
school  hours. 

(a)  The  dean  should  exercise 
strict  vigilance  in  this 
matter  at  all  times. 

II.  The  dean’s  work  in  securing  cooperation  in  and  cut  of  the 
high  school. 

A.  Encourage  the  cooperation  of  all  of  the  teachers. 

1.  Promote  a cooperative  spirit  between  teachers 
and  girls  in  the  high  school. 

a.  The  teachers  should  observe  the  needs 
of  girls  and  report  them  to  the  dean. 


I 


84. 


2,  Cooperate  with  other  deans  and  eight  grade 
teachers . 

B.  Visit  homes  for  conferences  with  parents. 

1.  To  induce  girls  who  have  dropped  out  of  school 
to  return  to  school. 

2.  To  confer  with  mothers  whose  daughters  are  do- 
ing unsatisfactory  work  or  whose  conduct  is 
obj actionable . 

3.  To  clear  up  misunderstandings  between  the  homes 
and  the  school. 

4.  To  create  interest  and  cooperation  between  the 
homes  and  the  school. 

5.  To  learn  conditions  and  situations  in  the  homes. 

a.  See  if  cases  warrant  financial  assistance 
from  the  Worthy  Student  Fund. 

6.  To  create  interest  in  the  Parent-Teachers 
Association  of  the  high  school. 

7.  To  explain  requirements  of  the  school  and  what 
the  right  conditions  for  home  study  should  be. 

8.  To  visit  girls  in  oases  of  illness, 

8.  Homes  of  freshmen  should  be  visited. 

C.  Cooperation  with  local  women's  organizations. 

1,  The  dean  should  accept  invitations  to  talk  be- 
fore Mother's  Clubs,  Parent-Teacher's  Associa- 
tions, and  other  Women's  Organizations  in  the 
community, 

a.  To  bring  mothers  and  the  public  in  gen- 
eral in  closer  touch  with  her  work  and 
the  needs  of  the  school. 


85. 


III.  Records  which  are  beneficial  to  every  dean  in  her  work. 

A.  Establishment  of  a filing  system  with  records  of  girls 
concerning  such  matters  as: 

1.  Personal  history  of  the  student. 

2.  Educational  history  of  the  student. 

3.  Family  history,  home  conditions,  parental  am- 
bitions for  the  girl. 

4.  Health  items. 

5.  Distribution  of  outside  time  in  study,  work,  and 
recreation. 

S.  Recreational  interests  and  accomplishments. 

7.  Miscellaneous  information  - honors,  grades. 

8.  Teachers'  estimate  of  pupil's  characteristics. 

B.  Record  of  own  work  accomplished  during  the  year  with 
reference  to: 

1.  Home  visited. 

2.  Conferences  with  mothers  at  school. 

3.  Conferences  and  discussions  with  groups  of  girls 

4.  Number  of  social  affairs  supervised. 

5.  Number  of  girls  aided  financially  or  medically. 

6.  Number  of  girls  retained  in  school  through 
dean's  aid. 

7.  Influence  of  public  lectures  given  during  the 
year. 

8.  Plans  which  tray  be  beneficial  for  the  ensuing 
year. 

Thus  by  way  of  summary  the  dean  of  girls  has  an  opportunity 


. 


. 


83. 

in  group  discussions  and  individual  conferences  to  guide  and  direct 
the  high  school  girls  in  such  matters  as  relate  to  their  academic, 
health  and  hygienic,  moral,  social,  vocational,  or  financial  welfare; 
and  in  addition  to  encourage  them  to  show  little  acts  of  service  or 
kindness  towards  their  friends  and  neighbors.  The  dean  should  also 
have  supervision  over  the  girls  during  the  entire  school  day,  secure 
co-operation  in  her  worl?  with  the  other  high  school  and  eighth  grade 
teachers,  visit  the  homes  for  conferences  with  parents,  co-operate 
with  local  womens'  organizations,  and,  lastly,  establish  a filing 
system  with  records  concerning  any  important  items  relating  to  the 
girls  and  also  an  account  of  her  own  work  accomplished  during  the 
year.  One  of  the  methods  which  the  deans  have  adopted  in  order  that 
they  may  become  better  acquainted  with  the  many  phases  of  their  work 
is  shown  by  the  following  chapter  which  deals  with  the  conferences 
held  by  them  during  the  last  two  years. 


‘ 


. 


- 


♦ 


87. 


VI. 

CONFERENCES  HELD  BY  THE  DEANS  OF  GIRLS  IN  1921-1922, 

The  way  in  which  the  important  work  of  the  deans  of  girls 
in  the  high  schools  is  rapidly  coming  to  be  recognized  - and  at  the 
same  time  standardized  as  to  its  duties  and  the  realization  of  its 
great  possibilities  - is  shown  by  the  Second  Annual  State  Conference 
of  Deans  (the  first  conference  convened  last  April  at  Northwestern 
University)  which  was  held  in  the  Woman's  Building  at  the  University 
of  Illinois,  Saturday,  November  19,  1921.  Eighty  deans  of  women  of 
Illinois  high  schools,  colleges,  and  universities  assembled  together 
and  discussed  practically  all  of  the  problems  confronting  them  at 
the  present  time.  Mrs.  B.  F.  Langworthy  of  Chicago,  the  principal 
speaker  on  the  program,  in  part  said:  "The  young  people  of  today 
have  been  allowed  to  read  all  sorts  of  things,  to  see  all  sorts  of 
things,  and  have  been  encouraged  to  think  on  all  sorts  of  subjects. 
They  have  come  to  believe  that  if  one  thinks  a thing  through,  then 
that  thing  must  necessarily  be  rights  They  are  therefore  especially 
in  need  of  guidance.  It  is  the  duty  of  older  women,  especially 
mothers  and  deans  of  schools  to  make  them  realize  that  it  isn't  nec- 
essary to  go  through  the  mud  in  order  to  know  that  mud  is  in  the 

world.  Three  matters  face  us  as  being  the  problems  in  which  the 
young  people  need  the  supervision  of  older  people.  These  are  dress, 

dancing,  and  chaperones.  I think  that  3roung  people  generally  want 


' 


. 


. 

" 

. 

. 


' 


88, 

to  do  the  correct  thing  ’out  they  don't  always  know  just  what  the 
correct  thing  is." 

Dean  Ruby  E.  C.  Mason  of  the  University  of  Illinois  and 
President  David  M.  Kinley  gave  speeches  of  welcome  to  the  deans  after 
which  the  following  program  of  short  speeches  was  given: 

"Care  of  the  Health  of  Students",  Dean  Olive  L.  Austin, 
Illinois  Woman's  College,  Jacksonville. 

"The  Honor  System  in  Examinations",  Dean  Lydia  Wampler, 
Eureka  College,  Eureka. 

"Instruction  in  Manners'.',  Dean  Grace  Inman,  Bloomington 
High  School,  Bloomington. 

"The  Responsibility  of  the  High  School  in  these  Matters", 
Miss  Minnie  Morris,  Vice  principal.  Champaign  High 
School . 

"Improving  the  Language  of  Students",  Dean  Lillian  Barton, 
Illinois  b ta  te  Normal,  Normal. 

The  Conference  also  adopted  the  following  resolution: 

"We,  the  members  of  the  Illinois  Conference  of  deans  of 
women,  resolve  that  it  shall  be  our  endeavor  in  the  coming  year  to 
abolish  from  dancing  parties  jazz  music  of  the  objectionable  type, 
to  conduct  dances  according  to  the  rule  and  regulations  endorsed  by 
the  American  National  Association  of  Masters  of  dancing  and  to  pro- 
vide at  parties  such  adult  companionship  as  shall  be  helpful  and 
agreeable  to  the  young  people." 

, The  High  School  section  of  the  National  Association  of 

Deans,  a department  of  the  National  Education  Association,  held  its 
sessions  in  Chicago,  Friday  P.  M. , February  24,  and  Saturday  P.  M. , 


. 


: 


■ 


8S  . 

February  25,  1922,  at  the  Hotel  Blackstone,  when  the  following  pro- 
gram was  presented: 

Friday  afternoon,  2:30. 

"The  Work  of  Deans  in  High  Schools." 

by  Dr.  Romiett  Stevens,  Teachers'  College,  Columbia, 
New  York. 

"Character  Development  in  High  School." 

by  Miss  Josephine  Mack,  Dean  of  McKinley  High  School, 
Chicago . 

Saturday  afternoon,  2:30 

"Our  Unsocial  Social  Curricula." 

by  Miss  Thyrsa  W.  Amos,  Dean  of  Women,  University  of 
Pittsburg,  Pennsylvania. 

Each  of  the  above  two  sessions  were  followed  by  a period  for  full 
and  free  discussion  of  the  papers,  as  well  as  of  all  the  problems 
which  confront  the  deans  of  girls  in  the  high  schools.  The  deans 
were  also  requested  to  come  prepared  to  contribute  something  they 
had  learned  from  experience  in  solving  their  difficulties  in  this 
new  and  important  branch  of  the  teaching  profession. 

It  is  plainly  seen  from  these  programs  that  the  deans  of 
girls  in  the  various  high  schools  are  meeting  together  separately 
and  also  in  joint  conferences  with  deans  of  women  to  discuss  pro- 
blems and  methods  which  will  make  their  office  a more  definite  and 
efficient  one;  and  they  are  certainly  making  an  admirable  beginning 
in  the  uplift  of  this  new  socializing  movement  in  the  high  schools. 


. 


' 

■ 


* 


. 


90. 


VII. 

SUMMARY  AND  CONCLUSION. 

The  data  presented  in  this  study  has  been  obtained  from 
278  high  schools.  One-half  of  these  schools  reported  having  one 
person  (a  dean  of  girls)  who  advised  the  girls;  one- third  distri- 
buted this  work  among  the  women  teachers;  while  one- sixth  of  the 
schools  have  made  no  provision  whatever  for  caring  for  the  problems 
of  the  high  school  girls.  Since  the  office  of  dean  of  girls  has 
only  been  instituted  in  the  secondary  schools  of  the  country  during 
the  last  decade  the  published  material  on  this  subject  is  very  limit- 
ed, dealing  in  the  main  with  individual  duties  and  privileges  as 
given  by  the  persons  acting  in  this  capacity  in  the  larger  high 
schools  and  with  the  possibilities  of  the  office  as  viewed  by  .college 
educators.  The  growing  conviction  of  the  importance  of  this  office 
is  shown  by  the  resolution  passed  by  the  Fifth  Annual  Meeting  of  the 
National  Association  of  Secondary  School  Principals  which  was  held 
at  Atlantic  City,  New  Jersey,  February  28  and  March  1,  1921  which  de- 
sired that  a dean  or  adviser  of  girls  be  officially  recognized  in 
every  high  school  of  the  country.  The  deans  of  girls  in  the  hip;h 
schools  are  also  improving  their  position  by  holding  separate  and 

joint  conferences  with  the  deans  of  women  in  colleges  and  universi- 
ties as  a means  of  standardizing  and  unifying  their  work,  and  at  the 
same  time  pro  noting  the  greatest  practical  values  which  can  be  de- 
rived from  their  administrative  capacity  in  the  secondary  schools. 


91. 


The  conclusions  drawn  from  this  study  are  as  follows: 

1.  The  office  of  dean  of  girls  is  somewhat  generally  establish- 
ed in  the  larger  high  schools  with  a median  enrollment  of 
633  girls. 

2.  Other  high  schools  have  partially  met  the  needs  of  the  girls 
by  distributing  the  work  among  the  women  teachers. 

3.  The  official  title  of  the  persons  advising  the  girls  varies 
greatly,  the  tendency,  however,  is  for  them  to  be  designat- 
ed by  the  title  "Dean  of  Girls". 

4.  The  deans  of  girls  are  largely  college  graduates  - with 
bachelor's  degrees. 

5.  The  median  age  of  the  deans  is  forty- two  years. 

6.  The  subjects  of  study  taught  by  the  deans  of  girls  are  of  the 
older  academic  type  such  as,  English,  Mathematics,  Latin,  and 
History. 

7.  The  principals'  estimate  of  the  qualifications  that  determin- 
ed the  individuals  selection  as  dean  of  girls  were:  desirable 
personal  characteristics,  success  as  a teacher,  length  of 
service  in  the  school,  and  knowledge  of  conditions  existing 

in  the  homes  and  community,  or  her  age  in  years. 

8.  The  deans  of  girls  tend  to  be  given  an  official  rank  equal  to 
that  of  the  assistant  principal. 

9.  The  median  number  of  minutes  the  deans  teach  each  week  is 
688,  or  approximately  three  periods  a day  of  forty-five 
minutes  in  length. 

10.  The  median  number  of  minutes  other  teachers  of  the  same  sub- 
jects spend  in  teaching  each  week  is  1135,  or  about  five 


periods  a day  each  forty-five  minutes  in  length. 

11.  The  deans  of  girls  tend,  to  teach  the  classes  of  upper- 
classmen standing. 

12.  The  median  salary  of  the  deans  of  girls  is  $2,280, 

13.  The  median  salary  of  full  time  men  teachers  who  receive  the 
maximum  wages  is  $2,592. 

14.  The  median  salary  of  full  time  women  teachers  who  receive 
the  maximum  wages  is  $2,437. 

15.  The  median  salary  of  full  time  men  teachers  who  receive  the 
minimum  wages  is  $1,341. 

13.  The  median  salary  of  full  time  women  teachers  who  receive 
the  minimum  wages  is  $1,532. 

17.  The  general  tendency  is  for  the  deans  of  girls  to  he  provid- 
ed with  a private  office  in  which  they  may  hold  their  con- 
ferences with  the  girls.  The  deans  who  do  not  have  this 
necessary  equipment  may,  as  a rule,  be  found  in  their  class 
rooms  or  in  the  principal's  office  although  the  place  for 
meeting  girls  varies  greatly  in  the  different  schools. 

18.  The  deans  of  girls  do  not  have  the  desired  clerical  assis- 
tance . 

IS.  The  deans  do  not  tend  to  meet  the  girls  for  private  confer- 
ences during  any  specified  period  each  day.  The  time  es- 
pecially reserved  for  answering  individual  questions  as  yet 
is  unstandardized. 

20.  The  work  of  the  deans  of  girls  is  largely  confined  to  the 
moral,  health  and  hygienic,  academic,  and  social  sides  of 
the  girls’  lives.  Conferences  with  parents  and  the  study 
of  home  conditions  are  also  very  important  duties. 


•> 


. 


’ 


* 

p 


■ 


93. 

21.  The  teachers  in  the  respective  high  schools  assist  the  deans 
of  girls  in  their  social  duties.  The  teachers  are  usually 
appointed  as  class  advisers  or  sponsors. 

22.  The  deans  do  not  have  complete  control  of  the  vocational 
guidance  of  girls.  Their  relation  to  this  phase  of  the  work 
is  largely  advisory  or  merely  the  offering  of  friendly  sug- 
gestions . 

23.  Many  of  the  administrative  duties  connected  with  the  prin- 
cipals office  such  as  the  checking  of  absences,  registering 
of  pupils,  and  answering  of  phone  calls  are  performed  by  the 
deans  of  girls. 

24.  Benefits  accured  by  having  a dean  of  girls. 

a.  The  individual  welfare  ox  girls  is  enhanced. 

b.  The  general  standards  of  the  school  as  a whole  are 
raised. 

c.  The  homes  and  the  community  are  brought  into  closer 
touch  with  the  needs  of  the  girls  and  the  school; 
while  the  girls  of  today,  the  women  of  tomorrow,  are 
guided  into  channels  which  lead  to  a useful  and  con- 
structive future  life. 


94. 


VIII. 

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A> 


